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Physical  Education 

in  the 

High  School 


published  by  the 

State  Superintendent  of  Public  Instruction 

Raleigh,  N.  C. 


Wtyt  Htbrarp 

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Educational  Publication  No.  104  Division  of  School  Inspection  No.  28 

Physical  Education 

in  the 

High  School 


■   1 

PUBLISHED    BY    THE 

y 

State  Superintendent  of  Public  Instruction 

Raleigh,  N.  C. 

CONTENTS 


Page 

Preface 3 

Introduction 4 

General  Statement  5 

Aims  of  Physical  Education  7 

The  Program 8 

Physical  Training  8 

Calisthenic  Lessons 22 

Games  and  Relays 33 

Relief  Drills 41 

Competitive  Sports 48 

Corrective  Exercises  52 

A  School  Health  Program 56 

Inter-scholastic  Athletics 57 


PREFACE 


The  importance  of  Physical  Education  is  generally  recognized  by  school 
men  and  women  everywhere.  The  Greeks  had  music  for  the  soul  and  gym- 
nastics for  the  body.  The  expression,  "Mens  Sana  in  Corpore  Sano"  ("A 
sound  mind  in  a  sound  body"),  is  Latin  in  form,  but  Greek  in  meaning  and 
its  validity  is  recognized  everywhere.  With  the  decline  of  Greek  and  Roman 
civilization  there  was  a  falling  away,  not  only  from  the  importance  of 
physical  training,  but  of  mental  training.  During  the  Middle  Ages  there 
was  a  disposition  to  despise  the  body  rather  than  to  regard  it  as  the  temple 
of  the  soul,  and,  therefore,  worthy  of  highest  development. 

The  demands  of  our  present-day  civilization  upon  the  physical  strength 
of  an  individual  make  it  more  imperative  now  than  ever  before  that  due 
regard  should  be  given  to  bodily  development.  The  increased  emphasis, 
therefore,  upon  Physical  Education  is  warranted  from  every  standpoint. 
Spencer  says  that  the  first  obligation  of  the  school  is  to  make  the  pupil  a 
good  animal.  The  physical  basis  is  fundamental  as  the  foundation  upon 
which  to  build  manhood  and  womanhood. 

In  some  schools  the  tendency  has  been  to  place  undue  emphasis  upon 
competitive  exercises  and  upon  the  more  strenuous  forms  of  physical  train- 
ing called  athletics.  The  purpose  of  Physical  Education  in  a  high  school 
is  not  to  train  a  few  athletes,  but  to  give  systematic  and  properly-planned 
exercises  to  all  boys  and  girls  in  order  that  their  bodies  may  be  developed 
and  health  promoted. 

It  would  be  highly  desirable  to  have  a  director  of  Physical  Education 
in  every  high  school.  This,  however,  is  impossible  in  the  smaller  schools. 
It  is  possible,  however,  for  some  training  in  Physical  Education  to  be  given 
in  every  school  if  principals  and  teachers  will  avail  themselves  of  the  in- 
structions and  material  in  this  manual.  It  is  hoped  that  emphasis  will  be 
placed  not  only  upon  the  recreational  aspects  of  Physical  Education,  but 
also  upon  the  corrective  aspects  and  wherever  possible  that  the  health 
authorities  of  the  community  will  be  called  upon  to  cooperate  in  the  real- 
ization of  the  complete  aims  of  a  Physical  Education  program. 

"  'Tis  Life,  not  Death,  for  which  we  pant; 
More  Life  and  fuller  that  we  want." 


V,  October  9,  1926.  State  Inspector  of  High  Schools. 


INTRODUCTION 


This  course  in  Physical  Education  for  the  high  schools  of  the  State 
was  prepared  by  Mr.  J.  F.  Miller,  Director  of  Physical  Education,  and 
W.  C.  Parker,  Professor  of  Physical  Education,  of  the  North  Carolina 
College  of  Agriculture  and  Engineering,  Raleigh,  North   Carolina. 

The  publishing  of  this  bulletin  is  the  outgrowth  of  considerable  dis- 
cussion concerning  the  teaching  of  habits  pertaining  to  the  physical  side 
of  the  high  school  student.  It  was  felt  that  it  is  just  at  this  period  of  life 
that  the  body,  upon  which  the  intellectual  development  is  largely  depend- 
ent, should  be  given  at  least  a  guide  in  proper  exercises  and  activities  in 
order  that  the  mind  and  body  should  develop  simultaneously. 

In  fact,  the  purpose  of  this  course  is  to  follow  in  order  the  course  pre- 
pared for  the  elementary  grades  and  issued  as  our  publication  number  94. 
It  is  so  prepared  that  it  is  not  necessary  for  the  teacher  to  have  had 
special  training  in  physical  education.  Any  teacher  by  using  these  out- 
lines as  a  guide  may  instruct  a  class  in  the  exercises  set  forth  and  thus 
aid  in  perfecting  the  physical  life  of  the  youth  of  the  State. 

It  is  believed  that  this  bulletin  will  serve  a  practical  purpose  and  that 
work  in  physical  education  may  be  carried  out  that  will  bring  gratifying 
results  not  only  in  improving  the  physical  side  of  the  child's  life,  but  also 
his  mental  and  moral  side  and  the  general  spirit  of  the  school.  It  is  hoped 
that  at  least  one  teacher  in  each  high  school  will  take  advantage  of  the 
outline  presented  to  put  on  a  program  of  physical  education  in  each  high 
school  of  the  State. 

State  Superintendent  of  Public  Instruction 


PHYSICAL  EDUCATION  IN  THE  HIGH  SCHOOL 


GENERAL  STATEMENT 

Much  has  been  written  and  much  has  been  said  about  the  training  and 
the  development  of  man  physically,  mentally  and  morally.  Fine  school 
systems  have  been  developed  to  train  the  minds  of  the  young,  fine  churches 
have  been  built  to  guide  the  morals  of  our  people  but  comparatively  no 
opportunity  has  been  provided  for  the  physical  education  of  our  coming 
generation.  Practically  the  only  organizations  which  have  tried  to  put 
into  actual  practice  the  theory  of  the  three-fold  man,  believing  that  the 
physical,  mental  and  moral  development  were  so  inter-related  that  the  one 
could  not  be  properly  developed  without  the  aid  of  the  other,  are  the 
Y.  M.  C.  A.  and  the  Y.  W.  C.  A. 

This  ideal  of  perfecting  the  body,  disciplining  the  mind  and  molding 
the  character  of  the  youth  by  selected  forms  of  physical  activity  has 
been  held  and  handed  down  through  the  ages.  The  zenith  of  the  civiliza- 
tion of  every  country  has  been  reached  when  that  country  cherished  this 
ideal.  It  is  always  present  but  as  has  so  often  been  the  case,  it  drifts 
wraithlike  out  of  sight  and  the  nation  suffers  as  the  individual  suffers. 
Intercollegiate  and  interscholastic  athletics  have  been  the  most  valuable 
exponents  of  physical  education.  Great  throngs  collect  and  cheer  for  the 
winning  teams.  Those  who  have  time  and  opportunity  to  participate  in 
this  comparatively  small  group  are  out  on  the  field  winning  honors  for 
themselves  and  laying  foundations  of  the  firmest  texture  for  their  future 
lives.  Those  who  needed  the  benefits  of  the  work  the  most,  the  over- 
studious  and  the  over-social,  sat  in  the  cheering  sections.  It  is  for  them 
that  the  great  benefits  of  physical  education  are  awaiting.  In  the  past  the 
cause  of  nations  losing  the  grip  of  this  ideal  was-  due  in  most  part  to 
dissipation.  Today  the  cause  is  not  so  much  dissipation  as  the  mere  fact 
that  time  is  placed  before  other  and  more  important  considerations. 

Few  great  movements  in  the  history  of  the  world  ever  started  and 
lasted  without  some  great  crisis  as  its  cause.  The  recent  great  World  War 
was  the  crisis  that  brought  with  impelling  force  the  lack  and  need  of 
physical  education  and  at  the  same  time  demonstrated  the  great  benefits 
which  systematic  exercise  could  bring  to  the  participant  physically  and 
socially.  America  was  astounded  and  shocked  out  of  much  of  her  com- 
placency and  apathy,  when  the  draft  revealed  the  positive  fact  that  one 
out  of  every  four  of  the  young  men  who  should  have  been  in  the  prime 
of  their  physical  manhood,  were  unfit  to  bear  arms  in  the  emergency 
call  of  their  country.  The  result  was  that  a  thorough  study  of  the  situa- 
tion was  made  by  the  government.  American  education  had  failed  in 
that  it  had  neglected  to  provide  for  the  physical  development  and  health 


6  Physical  Education  in  the  High  School 

of  her  youth.  Immediately  recreation,  play  and  exercise  on  an  organized 
basis  was  made  a  part  of  the  routine  of  the  vast  armies  in  Europe. 
Physical  education  did  much  for  the  morale  and  physical  fitness  of  these 
armies,  helping  make  possible  the  victory  that  came. 

The  ending  of  the  war  does  not  put  an  end  to  the  physical  impair- 
ments of  the  coming  generation.  The  disastrous  by-products  of  the  war 
can  even  now  be  observed  in  the  European  countries.  We  must  realize 
that  competent  authorities  state  that  three  out  of  every  four  children  of 
the  fifteen  million  school  children  of  today  are  suffering  from  some  physical 
defect  which  can  be  prevented  or  corrected.  The  schools  of  our  country 
can  prevent  repetition  of  the  facts  disclosed  by  the  war.  The  govern- 
ment of  the  United  States  has  appropriated  vast  sums  to  assist  the  dif- 
ferent states  in  setting  up  opportunities  for  the  youth  of  the  land  to  play, 
to  get  supervised  exercise  and  to  develop  habits  of  health.  Many  of  the 
states  have  incorporated  in  their  statutes,  laws  requiring  physical  educa- 
tion to  be  taught  in  their  public  school  system. 

Educators  of  our  country  now  recognize  an  educational  value  in 
physical  education  as  well  as  a  physical  value.  The  experience  of  the 
war  proved  that  the  physiological  benefits  which  had  heretofore  been 
recognized  were  minor  in  comparison  to  the  social  values.  The  precepts 
of  good  citizenship  and  the  precepts  of  sound  character  and  right  habits 
of  living  have  been  taught  in  the  schools  almost  since  their  origin;  in  fact, 
this  is  education.  Educators  realize  that  the  playfields  afford  a  laboratory 
for  putting  into  practice  these  precepts,  such  as  cannot  be  found  any 
other  place.  The  importance  of  physical  education  physically,  mentally 
and  morally  in  determining  the  high  standards  which  our  future  citizens 
must  maintain  to  be  successful  in  this  day  and  time  is  pretty  generally 
recognized  and  provisions  have  been  made  for  it  in  the  school  curriculum 
with  equal  importance  to  other  subjects  taught. 

A  physical  education  program  in  a  school  should  be  to  develop  "ath- 
letics" and  not  to  develop  "athletes."  It  should  be  kept  in  mind  that 
although  the  more  obvious  results  of  physical  education  are  physical,  the 
ultimate  objectives  are  character  training,  habits  of  healthy  living  and 
the  development  of  social  responsibility.  The  main  emphasis  of  the 
physical  education  programs  in  the  high  schools  of  North  Carolina  in  the 
past  has  been  placed  on  interscholastic  teams.  A  small  percentage  of  the 
student  body  who  were  fortunate  enough  to  be  endowed  with  a  fine 
physique,  were  given  the  time  and  attention. 

Today,  however,  many  cities  in  the  State  are  putting  on  programs  of 
physical  education  which  include  physical  training  classes,  games  and 
instruction  in  hygiene.  A  man  or  woman  trained  in  physical  education 
work  is  secured  to  organize  and  administer  this  program.  The  organiza- 
tion demands  that  classes  be  formed  according  to  grades  and  work  given 
at  certain  periods  during  the  students'  daily  schedule.  The  modern  school 
buildings  being  built  in  the  State  at  the  present  time  are  equipped  with 


Physical  Education  in  the  High  School  7 

a  gymnasium  to  centralize  this  work.  The  Director  of  Physical  Education 
gives  his  entire  time  to  the  organization  and  teaching  of  physical  training 
classes,  hygiene  classes,  inter-school  leagues,  coaching  interscholastic 
teams  and  many  times  supervising  the  physical  training  work  in  the 
elementary  schools  of  the  city. 

The  large  majority  of  high  schools  of  North  Carolina  do  not  have 
these  facilities  to  put  on  a  program  of  physical  education.  It  is  the  object 
of  this  outline  to  assist  those  schools  which  find  it  necessary  to  use  teachers 
who  have  not  had  special  training  in  physical  education.  This  outline  is 
by  no  means  a  complete  syllabus  of  physical  education  but  rather  sufficient 
material  so  arranged  that  it  can  be  put  into  practical  use  by  any  school 
desiring  to  instigate  an  organized  program.  Every  teacher  or  leader 
should  be  able  to  work  out  his  program  for  the  year  by  using  this  sug- 
gested program  and  should  seek  every  available  opportunity  to  familiarize 
himself  with  physical  education. 


AIMS  OF  PHYSICAL  EDUCATION 

The  aims  of  physical  education  in  its  broadest  sense  can  be  classified 
under  four  heads: 

A — Hygienic 

The  promotion  of  health  and  development  of  organic  vigor.  Under 
this  head  are  classified  all  forms  of  exercises  which  stimulate  and  increase 
the  activity  of  the  respiratory,  circulatory,  digestive  and  excretory  sys- 
tems. Examples  of  such  exercises  include  movements  which  bring  into 
play  the  larger  group  muscles  such  as  games,  gymnastics,  athletics  and 
folk  dancing. 

B — Educational 

This  is  primarily  the  training  of  subjective  and  objective  motor  control 
and  develops  such  qualities  as  leadership,  self-control,  cooperation,  fair- 
ness, truthfulness,  self-confidence,  obedience,  courage,  loyalty,  determina- 
tion, quickness  of  perception  and  quickness  of  action.  Examples  of  such 
exercises  are  games  and  response  commands  in  gymnastics. 

C — Corrective 

Corrective  aims  are  met  by  exercises  especially  designed  to  correct 
certain  common  physical  defects  found  to  a  large  degree  in  school  chil- 
dren. The  most  common  defects  being  poor  posture,  round  backs,  hollow 
chests,  and  flat  feet.  Although  the  corrective  values  should  be  stressed 
in  all  forms  of  physical  training  it  becomes  necessary  at  times  to  group 
certain  of  these  students  in  separate  classes  where  corrective  exercises 
are  the  predominating  types  of  exercises. 


8  Physical  Education  in  the  High  School 

D — Recreative 

Physical  education  to  be  of  its  most  value  must  be  recreative  in  its 
nature.  Results  can  only  be  accomplished  when  students  are  interested 
in  the  work  they  are  doing.  Plays  and  games  lend  themselves  to  this  ac- 
complishment most  readily,  although  gymnastics  may  be  made  interesting 
if  proper  explanation  of  its  aims  are  clearly  put  before  the  classes. 

More  specific  aims  of  physical  education  in  the  schools  may  be  stated  as 
follows : 

1.  Alleviation  from  mental  strain. 

2.  Relief  from  long  sitting  positions. 

3.  Satisfy  urgent  desire  of  every  healthy  child  for  muscular  activity. 

4.  Establish  habits  of  daily  exercise. 

5.  Furnish  proper  outlet  for  superfluous  energy. 

6.  Develop  poise  and  strength. 

7.  Improve  discipline. 

8.  Promote  the  joy  of  living  and  bring  happiness  into  the  school  life. 

9.  To  make  better  citizens. 


THE  PROGRAM 

The  following  program  is  suggested  as  one  that  would  cover  prac- 
tically all  phases  of  physical  education  in  a  high  school  system.  Each 
part  of  this  program  has  been  fully  described  and  practical  suggestions 
made  for  carrying  it  out  in  the  following  pages.  This  program  is  divided 
into  six  parts  as  follows: 

1.  Physical  Training  Lessons. 

2.  Competitive  Sports. 

3.  Relief  Drills. 

4.  Health  Instruction. 

5.  Corrective    Exercises. 

6.  Interscholastic  Athletics. 


PHYSICAL  TRAINING 


A — Scope 


The  foregoing  plan  of  physical  training  is  designed  especially  to  meet 
the  needs  of  the  many  high  schools  which  have  not  gymnasiums  or  special 
physical  training  supervisors.  Although  a  much  more  elaborate  and  com- 
prehensive piece  of  work  can  be  accomplished  with  the  use  of  a  gymnasium 
and  the  services  of  special  supervisors  of  both  boys  and  girls,  it  is  still 
possible  to  promote  a  constructive  program  of  physical  training  without 
either.     It  is  the  plan  of  this  outline  to  give  in  detail  all  the  information 


Physical  Education  in  the  High  School  9 

necessary  in  carrying  on  a  program  of  physical  training,  and  to  give  this 
information  in  terms  easily  understood  by  the  average  teacher. 

B — Time  and  Division  of  Pupils 

The  physical  training  periods  should  be  at  least  thirty  minutes  long,  a 
longer  period  is  even  better.  Such  periods  should  come  at  least  twice  a 
week,  although  the  ideal  situation  would  be  once  every  day. 

Just  where  these  periods  should  come  in  the  school  curriculum  is  a 
matter  of  local  organization,  and  it  would  probably  be  impossible  to  sub- 
mit any  one  plan  that  would  be  advisable  in  every  system.  However,  in 
schools  having  an  average  daily  attendance  under  140  it  is  suggested  that 
an  "activity  hour"  be  set  aside  each  day.  This  would  permit  the 
boys  to  have  physical  training  two  days  and  the  girls  two  days  and  neither 
interfere  with  the  other.  If,  however,  these  classes  can  be  taken  to  a 
playground  large  enough  both  boys  and  girls  can  meet  at  the  same  time. 
This  would  permit  more  classes  per  week  or  give  more  days  for  other 
activities.  Best  results  can  be  obtained  by  scheduling  the  "activity  hour" 
late  in  the  morning  session. 

C— Who  Will  Teach  These  Classes 

The  program  outlined  for  these  classes  is  so  arranged  and  explained 
in  detail  that  any  teacher  on  the  faculty  could  successfully  carry  it  out. 
All  teachers  graduating  from  our  normal  schools  and  colleges  of  today 
have  had  more  or  less  training  in  physical  education  and  athletics,  and 
could  with  very  little  preparation  carry  out  its  aims.  Some,  of  course, 
will  be  better  qualified  than  others.  It  is  suggested  that  either  the  prin- 
cipal or  the  man  in  charge  of  athletics  take  charge,  with  the  assistance 
of  the  other  teachers.  Wherever  possible,  it  is  desirable  to  have  one  of 
the  women  teachers  handle  the  girls'  classes  and  one  of  the  men  handle 
the  boys'  classes. 

D— Where  to  Hold  These  Classes 

The  ideal  place  to  hold  the  classes,  of  course,  is  the  gymnasium.  How- 
ever, where  there  is  no  gymnasium  there  are  generally  other  available 
spaces  such  as  the  school  yard  or  playground,  hallways,  or  the  classroom. 
Whenever  possible  it  is  advisable  to  hold  these  classes  out-of-doors.  In 
schools  where  the  playground  is  of  sufficient  size  the  girls'  and  boys' 
classes  can  meet  during  the  same  hour  on  the  same  days.  This  will  make 
it  possible  to  have  the  classes  more  times  each  week  or  make  more  periods 
available  for  other  activities.  Where  such  a  plan  is  possible  one  or  two 
days  could  be  given  to  the  "Competitive   Sports"  program. 

E — Plan  of  the  Physical  Training  Period 

The  physical  training  period  has  been  divided  into  three  parts : 

1.  Marching  Tactics. 

2.  Calisthenics. 

3.  Group   Games. 


10  Physical  Education  in  the  High  School 

Such  a  division  necessitates  giving  each  phase  only  a  small  amount  of 
time.  Taking  a  thirty-minute  period  as  a  sample  such  division  would 
consist  of: 

Marching  Tactics 5  minutes 

Calisthenics 10  minutes 

Group  Games 15  minutes 

However,  such  a  division  need  not  be  final  and  the  instructor   should 

feel  free  to  put  more  or  less  time  on  any  of  the  divisions  depending  upon 

local  conditions. 

F — Marching  Tactics 

Marching  tactics  are  included  for  two  purposes : 

1.  Develop  Response. 

2.  Posture  Training. 

Only  the  simple  tactics  and  elementary  marching  is  included.  This 
type  of  work  should  come  at  the  beginning  of  the  lesson  and  can  be  used 
as  "warming  up"  exercises,  as  well  as  for  the  development  of  a  quick 
response  and  a  good  carriage.  No  attempt  has  been  made  to  outline  les- 
sons as  the  movements  should  be  taken  one  by  one,  progressing  only  as 
fast  as  the  class  masters  them. 

G — Calisthenic  Lesson 

The  calisthenic  lesson  is  divided  into  eight  divisions.  This  is  done  for 
the  purpose  of  including  exercises  that  will  directly  exercise  all  parts  of 
the  body.  It  is  advisable  to  follow  the  order  indicated  in  the  lessons. 
However,  should  the  lesson  be  shortened,  certain  parts  can  be  omitted,  or 
if  lengthened,  two  exercises  under  certain  divisions  can  be  used.  The 
lesson  can  also  be  lengthened  by  giving  more  repetitions  of  each  move- 
ment. The  divisions  of  the  calisthenic  lessons  are  as  follows:  breathing, 
arm  and  leg,  posture,  trunk,  abdominal,  balance,  jumping,  and  breathing. 

H — Group  Games 

Games  should  come  at  the  end  of  the  period.  They  are  given  the 
largest  allotment  of  time  because  of  their  importance  in  any  program  of 
physical  training.  Not  alone  do  they  carry  great  physical  benefits,  but 
they  are  unexcelled  in  developing  such  qualities  as  leadership,  cooperation, 
fairness,  team-work,  honesty,  obedience,  loyalty,  quickness,  and  self-confi- 
dence. The  success  of  the  physical  training  periods  will  depend  to  a  large 
extent  upon  the  interest  manifested  by  the  pupils;  games  will  do  more 
than  any  other  one  thing  to  create  and  maintain  this  interest. 

A  great  deal  of  interest  can  be  developed  by  having  definite  teams  for 
these  games  and  having  these  teams  compete  against  each  other  during 
every  physical  training  period.  Keep  a  record  of  the  results  on  the  board 
in  the  study  room  or  the  assembly  room.  This  will  bring  a  competitive 
spirit  into  the  physical  training  periods  and  will  greatly  help  to  build  up 
the  interest  and  enthusiasm. 


Physical  Education  in  the  High  School  11 

If  such  a  plan  is  not  followed,  teams  can  be  selected  each  day  by  divid- 
ing the  class  into  equal  teams  by  lining  them  up  in  a  single  line  and 
counting  off  in  the  desired  numbers. 

Lists  of  games  suitable  for  both  high  school  girls  and  high  school  boys 
are  included  in  the  outline. 

I — Gymnastic  Commands 

All  gymnastic  commands   are  divided  into  three  parts : 

1.  Preparatory  or  Explanatory  Part. 

2.  Pause. 

3.  Executive  Part. 

A— PREPARATORY  PART 

The  aim  of  the  preparatory  part  is  to  explain  briefly  and  concisely 
what  is  to  be  done.  This  should  be  done  in  a  manner  that  will  leave  no 
doubt  in  the  pupils'  minds  what  is  expected. 

B— THE  PAUSE 

Following  the  preparatory  command  should  come  a  pause  long  enough 
to  allow  the  pupils  to  form  a  mental  picture  of  what  the  exercise  is  to  be. 
If  the  pause  is  too  short  the  pupils  will  not  have  a  clear  understanding 
of  what  the  exercise  is.  If  the  pause  is  too  long,  the  pupils  will  lose  interest 
and  consequently  not  all  act  together  when  the  executive  command  is 
given. 

C— THE  EXECUTIVE  PART 

This  is  the  signal  for  immediate  action.  There  are  two  accepted  ways 
of  giving  this  command — one  by  using  the  verb,  the  second  by  using  num- 
bers.    Examples : 

1.  Use  of  Verb:    Arms  forward RAISE 

"Arms  forward"  being  the  preparatory  part,  telling  the  class  what  the 

exercise  is — a   pause  giving  time   to  think   it  over — and   the   verb   "raise" 
coming  as  the  executive  signal  to  start  the  exercise. 

2.  Use  of  Numbers :     Arms  raising  forward       .       .       .     1-2. 

In  this  method  the  present  participle  of  the  verb  is  used  in  the  pre- 
paratory command,  then  the  pause  and  then  "1"  as  the  command  of  execu- 
tion. "2"  is  then  used  as  the  command  of  execution  to  get  the  class  back 
to  the  original  position. 

Exercises  may  be  given  in  rhythm  very  much  the  same  way  they  are 
given  by  using  the  numbers.  The  rhythm  is  set  by  the  teacher  either  dur- 
ing the  first  exercise  or  before  the  exercise  is  started.     Example: 

Arms  Raising  Forward  (in  rhythm)   .     .  BEGIN  (1-2-3-4,  1-2-3-4). 
Rhythmical  exercises  are   stopped  by  saying   "Class   Halt"   on  the  3rd 
and  4th  count. 


12  Physical  Education  in  the  High  School 

J — Methods  of  Presentation 

The  matter  of  presentation  of  calisthenic  exercises  is  a  very  important 
one.  It  is  absolutely  essential  that  the  class  understand  exactly  what 
the  exercise  is  before  they  attempt  to  do  it.  In  the  main  there  are  three 
accepted  methods: 

1.  Short  Description — In  this  method  the  verb  is  used  as  the  com- 
mand of  execution.  Exercises  presented  in  this  manner  require  a  quick 
response  and  are  of  infinite  value  in  developing  quick  reaction  and 
alertness.     Example : 

Arms  Forward RAISE 

2.  By  the  Numbers — By  using  this  method  the  teacher  can  give  a 
full  explanation  of  the  exercise  in  the  preparatory  part  of  the  command 
using  the  present  participle  of  the  verb.  The  pause  necessarily  should  be 
a  little  longer.  The  command  of  execution  in  this  method  is  a  number. 
If  a  two-count  exercise  is  given,  the  numbers  should  be  1  and  2,  repeated 
as  many  times  as  the  teacher  desires  the  exercise  to  be  done.     Example: 

Arms  Raising  Forward 1-2. 

(On  "1"  arms  are  raised  forward  and  on  count  "2"  they  are  lowered 
to  position.) 

3.  By  Demonstration — When  using  this  method  the  teacher  sets  the 
exercise  before  the  class — she  may  or  may  not  give  explanations  as  she 
is  setting  it.  This  method  is  advisable  when  giving  new  exercises 
and  when  giving  more  complicated  exercises.  After  the  exercise  has  been 
demonstrated  the  command  of  execution  is  a  number.     Example: 

Demonstrate,  Arms  Forward  Raise    .    .     READY,  1-2,  etc. 

K — Execution 

Emphasis  should  be  laid  upon  correct  form  and  energetic  execution. 
There  is  very  little,  if  any,  benefit  derived  from  calisthenic  exercises  if 
done  in  a  half-hearted  manner.  Not  only  should  exercises  be  done  in  good 
form,  but  should  be  done  immediately  upon  the  giving  of  the  command  of 
execution. 

This  same  emphasis  should  be  stressed  in  the  playing  of  games.  Games 
lose  a  great  deal  of  their  value,  both  from  the  hygienic  and  educational 
aims  if  rules  are  not  lived  up  to  exactly,  or  if  played  in  a%listless  manner. 

L — Corrections 

Corrections  should  be  made  whenever  the  teacher  sees  that  the  exercises 
are  not  being  executed  properly.  As  a  rule  corrections  should  be  made  to 
the  class  as  a  whole.  However,  if  after  corrections  have  been  made  in 
this  manner,  and  still  pupils  are  executing  them  wrong,  individual  cor- 
rection must  be  made.     Such  general  corrections  or  admonitions  as  "chest 


Physical  Education  in  the  High  School  13 

high,"    "stand    tall,"    "waists    in,"     when     giving     posture    exercises,    for 
example,  will  be  of  general  benefit  in  getting  correct  execution. 

M — Repetitions 

The  hygienic  values  of  calisthenics  are  only  obtained  by  giving  many 
repetitions  of  the  different  exercises.  The  number  should  be  varied  and 
will  run  from  four  to  eight,  depending  upon  the  difficulty  of  the  exercise. 

N — Suggestions  in  Teaching  Games 

1.  It  is  of  prime  importance  that  the  teacher  know  all  the  rules. 

2.  Teacher  should  always  have  a  whistle. 

3.  Give  rules  and  methods  of  play  of  a  new  game  in  classroom  with 
use  of  diagrams.  It  is  best  to  explain  the  game  before  starting  to  play 
and  not  as  game  progresses. 

4.  Change  runners  often. 

5.  Lack  of  interest  may  come  from  having  too  many  in  the  game, 
one  or  two  being  allowed  to  dominate  play,  sides  uneven  in  strength,  or 
tired  of  that  particular  game. 

6.  Insist  upon  living  up  to  rules  at  all  times — this  teaches  fair  play 
and  gives  all  pupils  confidence  in  teacher. 

7.  See  that  everyone  gets  a  chance  to  run  or  be  "it." 

8.  It  always  adds  interest  when  the  teacher  participates  in  the  game. 

9.  The  teacher  should  suggest  different  games  and  let  the  pupils 
choose  the  one  they  wish  to  play. 

10.  New  games  should  be  taught  from  time  to  time,  but  when  one 
game  is  extremely  popular,  it  is  not  best  to  introduce  a  new  one  until  the 
interest  starts  to  lag. 

11.  Insist  upon  all  the  pupils  taking  part;  the  very  ones  that  are 
backward  about  playing  are  the  ones  that  need  it  the  most. 

O — Arrangement  of  Class  for  Exercise 

It  is  necessary  to  have  one  or  two  definite  systems  by  which  the  class 
can  be  arranged  for  the  calisthenic  lesson.  Two  things  to  be  taken  into 
consideration  are:  first,  that  there  is  ample  space  between  each  individual 
to  permit  absolute  freedom  of  motion;  and  second,  to  have  the  smaller 
pupils  in  front. 

The  class  should  not  always  be  kept  facing  in  the  same  direction.  From 
a  teaching  standpoint  certain  exercises  can  be  seen  better  if  the  class  is 
facing  to  the  left  or  right  of  the  teacher — trunk  forward  bend  is  an 
example  of  such  an  exercise.  Some  exercises  it  is  best  to  have  the  class 
face  on  the  oblique  so  that  they  will  not  interfere  with  each  other  during 
exercise.  An  example  of  this  type  of  exercise  is  feet  jumping  backward 
and  forward  from  a  knee-bend  rest  position. 


14 


Physical  Education  in  the  High  School 


Two  simple  but  effective  "open  order"  movements  are  as  follows: 

1.  With  the  class  in  a  single  alignment  along  the  side  of  the  gym- 
nasium or  playground,  count  off  in  fours.  On  the  command  "open  order," 
all  the  number  one's  start  marching  forward;  on  the  fifth  count,  all  the 
number  two's  start  marching  forward;  on  the  ninth  count,  all  number 
three's  start  marching  forward;  and  on  the  thirteenth  count,  all  number 
four's  start  marching  forward.  All  stop  on  the  seventeenth  count  and 
will  then  be  in  proper  arrangement  for  the  calisthenic  lesson. 

"Close  order,"  or  the  command  used  to  get  the  class  back  to  its  original 
position,  is  executed  in  the  reverse  manner  after  giving  the  class  "about 
face." 

Diagram  Showing  This  Method  of  Open  Order: 


I  2  34 
XX  XX 


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12  3  4 
X  XX  X 

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® 


® 


® 


12  3  4 
X  XXX 

!® 


® 


® 


23  4 
KXXX 

® 


® 


® 


234 
XXXXX 

® 


® 


® 


2.  With  the  class  in  a  column  of  four's  down  the  center  of  the  gym- 
nasium or  playground,  have  the  outside  files  (the  number  one's  and  four's) 
side-step  outward  six  steps  (taking  twelve  counts)  and  have  the  inside 
files  (the  number  two's  and  three's)  side-step  outward  two  steps.  The 
inside  files  should  start  on  count  nine,  which  will  bring  the  entire  class 
to  a  halt  at  the  same  time. 

"Close  order"  will  be  the  reverse  of  the  "open  order"  in  that  all  files 
will  side-step  inward,  all  starting  on  the  word  "march." 

There  are  a  large  variety  of  other  methods  that  can  be  used. 


P — Explanation  of  Movements  Used  in  Marching  Tactics 

1.  FALL  IN 

This  command  is  used  to  get  the  class  into  an  organized  formation. 
On  the  command  "fall  in,"  the  pupils  quickly  arrange  themselves  in  one 
line,  side  by  side,  the  tallest  at  the  right  and  the  shortest  at  the  left. 

2.  RIGHT     .     .     .     DRESS 


Physical  Education  in  the  High  School  15 

Diagram  Showing  the  Method  of  Open  Order: 

,- -J  2  34_ _ 

©  ©XX  XX  (3)         ® 

__ .J  2  34„--  — .. 

©  @._XX  XX  J3)         @ 

,- I  2  34    . 

©        ®  xxxx'_0)       <§> 

_ _|  ^34.  _ _ 

©        ©_xxxx  0)       @ 

,- .  I  234.----. 

©       ©/xxxx'O)       0 


At  the  command  "right  dress,"  the  pupils  place  their  left  hand  on  the 
left  hip,  turning  the  head  and  eyes  to  the  right,  and  arrange  themselves 
in  a  straight  line  with  the  same  interval  between  each  pupil. 

3.  FRONT 

On  the  command  "front,"  the  pupils  turn  their  head  and  eyes  to  the 
front  and  drop  their  left  hand.  This  will  leave  them  in  a  straight  line 
with  the  same  interval  between  each  one. 

4.  RIGHT     .     .     .     FACE 

At  the  command  "face,"  each  pupil  turns  to  the  right  on  the  heel  of 
the  right  foot  and  toe  of  the  left  90  degrees.  It  is  a  two-count  movement — 
on  count  one  turn  on  the  heel  and  toe,  and  on  count  two,  place  the  left 
foot  beside  the  right. 

5.  ABOUT     .     .     .     FACE 

"About  face"  involves  a  turn  of  180  degrees.  It  is  done  by  placing  the 
right  toe  about  four  inches  and  a  little  to  the  left  of  the  left  heel  and 
turning  towards  the  right  on  the  right  toe  and  left  heel.  (The  tendency 
in  turning  is  to  raise  the  left  heel  from  the  floor — this  is  wrong  and  will 
bring  the  feet  too  far  apart.) 

6.  HALF-RIGHT    (or   LEFT)      .     .     .     FACE 

This  movement  is  executed  the  same  as  "right  face"  except  that  the 
turn  is  45  degrees. 


16  Physical  Education  in  the  High  School 

7.  mark-time    .    .    .    march 

This  is  in  reality  marching  in  place  and  is  done  in  rhythm  at  about 
120  steps  to  the  minute.  This  movement  should  always  start  with  the 
left  foot  and  is  done  by  raising  the  knees  straight  up  in  front  until  the 
foot  is  from  four  to  six  inches  from  the  floor  with  the  ankle  extended  and 
the  toe  pointing  downward. 

8.  FORWARD     .     .     .     MARCH 

At  the  command  "march,"  step  off  with  the  left  foot  a  full  step  (about 
30  inches);  this  is  followed  by  the  right  and  is  done  in  rhythm  of  about 
120  steps  to  the  minute. 

9.  CLASS     .     .     .     HALT 

At  the  command  "halt,"  the  class  should  take  two  more  steps,  coming 
to  a  full  stop  on  the  second. 

10.  TO  THE  REAR     .     .     .     MARCH 

The  command  "march"  should  be  given  as  the  right  foot  hits  the  floor. 
The  class  then  advances  one  full  step  with  the  left,  turns  to  the  right  on 
the  balls  of  both  feet  and  steps  off  in  the  new  direction  again  with  the 
left  foot.     It  is  a  two-count  movement. 

11.  TO  THE  REAR     .     .     .     HALT 

Executed  same  as  No.  10,  except  instead  of  taking  full  step  with  left 
foot,  it  is  placed  beside  of  right,  class  halting. 

12.  SIDEWARD   LEFT    (or   RIGHT)      .     .     .     MARCH 

At  the  command  "march"  each  pupil  takes  a  step  of  fifteen  inches  to 
the  left  with  the  left  foot — the  right  is  brought  up  beside  the  left  on  count 
two.  This  is  a  two-count  movement  and  so  any  given  number  of  sideward 
steps  will  require  twice  that  number  of  counts. 

13.  QUICK  TIME   MARCHING 

Quick  time  marching  is  the  regular  cadence  of  120   steps  per  minute. 

14.  DOUBLE  QUICK  TIME  MARCHING 

Double  quick  time  marching  is  increasing  the  cadence  to  240  steps  per 
minute.  The  arms  are  generally  raised  to  a  thrust  position  when  doing 
double  quick  marching. 

Note — It  requires  four  counts  to  change  from  double  quick  marching 
to  quick  time  marching  or  to  a  halt. 

15.  BACKWARD     .     .     .     MARCH 

This  movement  is  executed  the  same  as  "forward  march"  except  the 
steps  are  taken  backwards  and  are  only  half  steps   (fifteen  inches). 

16.  BY  THE  LEFT    (or  RIGHT)    FLANK     .     .     .     MARCH 
This  command  is  given  to  change  the  direction  of  the  marching.     The 

command  "march"  should  be  given  as  the  LEFT  foot  hits  the  floor,  ad- 


Physical  Education  in  the  High  School  17 

vance  one  full  step — with  the  right  and  turn'  on  the  balls  of  both  feet 
90  degrees  to  the  left  and  step  off  in  the  new  direction  with  left  foot. 

17.  FOUR'S   RIGHT     .     .     .     MARCH 

The  class  should  be  previously  counted  off  in  four's.  At  the  command 
"march"  every  number  one  does  a  "right  face"  and  marks  time  four  counts. 
The  number  two's,  three's  and  four's,  execute  a  half  right  face  and  march 
into  place  beside  of  number  one.  On  the  fifth  count  all  step  off  in  the 
new  direction  with  the  left  foot.  The  pivot  man  (number  one)  must  turn 
on  same  spot  he  was  standing  on  when  command  was  given. 

18.  FOUR'S  LEFT     .     .     .     MARCH 
Same  as  four's  right  except  executed  to  the  left. 

19.  FOUR'S  RIGHT  ABOUT     .     .     .     MARCH 

This  movement  is  simply  executing  four's  right  twice  in  succession. 
Care  must  be  taken  to  see  that  the  pivot  men  turn  in  the  same  space  they 
were  occupying  when  the  command  was  given. 

20.  FOUR'S  LEFT  ABOUT     .     .     .     MARCH 

Same  as  No.  19  only  to  the  left. 

21.  COLUMN   RIGHT     .     .     .     MARCH 

This  command  changes  the  direction  of  the  column  but  keeping  the 
column  formation  the  same.  The  first  set  of  four's  execute  a  four's  right 
at  the  command  "march"  (except  that  the  pivot  man  takes  half  steps  in- 
stead of  marking  time)  and  each  succeeding  set  of  four's  turn  at  the 
same  place. 

22.  COLUMN  LEFT     .     .     .     MARCH 
Same  as  No.  21  only  to  the  left. 

23.  ALTERNATE  FOUR'S,  LEFT  and  RIGHT     .     .     .     MARCH 
This  command  is  given  when  marching  down  the  center  of  the   space 

in  a  column  of  four's.  At  the  command  "march"  the  first  set  of  four's 
execute  a  "four's  left"  and  the  second  set  of  four's  execute  a  "four's  right," 
with  each  successive  set  of  "four's"  alternating  until  you  have  two  columns 
of  four's  marching  in  opposite  directions.  (All  sets  of  four's  turn  at  same 
place.) 

These  two  columns  can  be  marched  around  the  space  until  they  meet 
at  the  opposite  end  and  there  one  execute  a  column  left  and  the  other  a 
column  right  and  form  sets  of  "eight's"  marching  down  the  center. 

24.  TWO'S,  RIGHT  and  LEFT     .     .     .     MARCH 

With  the  class  in  a  column  formation  marching  down  the  middle  of 
the  space  the  above  command  can  be  used  to  form  two  columns  of  two's 
going  in  opposite  directions,     At  the  command  "march,"  the  set  of  two's 


18  Physical  Education  in  the  High  School 

on  the  left  execute  a  column  left  and  the  set  of  two's  on  the  right  execute 
a  column  right.  They  can  be  united  again  in  a  column  of  four's  in  the 
same  manner  as  suggested  in  No.  22. 

The  above  commands  and  movements  are  not  all  the  marching  move- 
ments possible  by  any  means,  but  will  give  a  working  basis  for  marching 
tactics. 

Q — Explanation    of    Movements    Used    in    Calisthenic    Lessons    and    Relief 
Drills 

General  Notations 

1.  In  the  majority  of  cases  the  exercises  start  from  the  fundamental 
standing  position  (attention),  although  this  is  not  always  the  case.  When 
they  do  not  start  from  this  position  they  are  said  to  start  from  a  "new" 
starting  position.  A  good  example  of  this  is  the  exercise  "arms  flinging 
side,"  a  two-count  exercise,  from  the  position  of  "hands  on  neck."  As  a 
rule  exercises  of  this  nature  involve  the  use  of  "short  description"  com- 
mands to  get  into  the  "new"  starting  position  and  the  "numerical"  system 
for  the  exercise  itself. 

2.  All  the  exercises  explained  are  listed  under  the  "short  description" 
method  of  commands. 

3.  The  command  "FLING"  indicates  a  rapid  movement. 

4.  The  command  "RAISE"  indicates  a  slow  movement. 

5.  The  command  "STRETCH"  means  a  rapid  extension  of  arms  in  the 
direction  indicated  from  an  "arms  bend"  position. 

Movements  of  the  Arms,  Forearms  and  Hands 

1.  ARMS  FORWARD  .  .  .  RAISE  (OR  FLING).  Arms  are 
raised  forward  to  a  horizontal  position,  with  palms  facing  in  and  shoulder 
width  apart. 

2.  ARMS  FORWARD  UPWARD  .  .  .  RAISE  (OR  FLING). 
Arms  are  raised  forward  upward  to  a  vertical  position  with  the  palms  in 
and  shoulder  width  apart.  (An  effort  must  be  made  to  have  the  elbows 
straight.) 

3.  ARMS  SIDEWARD  .  .  .  RAISE  (OR  FLING).  The  arms 
are  raised  sideward  to  a  horizontal  position  with  palms  facing  down. 

4.  ARMS  SIDEWARD  UPWARD  .  .  .  RAISE  (OR  FLING). 
The  arms  are  raised  sideward  and  upward  to  a  vertical  position,  shoulder 
width  apart  with  palms  facing  in. 

5.  ARMS  BACKWARD  .  .  .  FLING.  Arms  are  carried  back- 
ward as  far  as  possible  without  raising  the  shoulders  or  bending  forward. 

6.  ARMS  SIDEWARD  WITH  PALMS  UP  .  .  .  RAISE.  This 
movement  is  the  same  as  described  in  No.  3  except  the  palms  are  turned  up. 

7.  ARMS  CIRCLING  INWARD  .  .  .  START.  In  this  move- 
ment the  left  arm  circles  left  (counter  clockwise)   and  the  right  arm  circles 


Physical  Education  in  the  High  School  19 

right  (clockwise).     Each  describes  as  large  a  circle  as  possible.     The  arms 
meet  and  cross  in  front  of  the  thighs  first  and  later  over  the  head. 

8.  HANDS  ON  HIPS  .  .  .  PLACE.  Hands  are  quickly  placed 
on  the  hip  bone  with  the  thumbs  to  the  rear  and  elbows  slightly  back. 

9.  HANDS  ON  NECK  .  .  .  PLACE.  The  arms  are  raised  and 
the  elbows  flexed  sufficiently  to  allow  the  fingers  to  touch  behind  the 
neck.  Fingers  should  just  touch  and  not  be  interlocked.  Elbows  should 
be  forced  back  as  far  as  possible. 

10.  HANDS  ON  HEAD  .  .  .  PLACE.  The  arms  are  raised  and 
elbov/s  flexed  sufficiently  to  allow  the  fingers  to  meet  on  top  of  the  head. 
The  elbows  should  be  forced  back  as  far  as  possible. 

11.  ARMS  .  .  .  BEND.  Elbows  are  flexed  sufficiently  to  allow 
the  hands  with  the  fingers  fully  flexed  to  be  placed  at  the  side  of  the 
shoulders.  (Hands  are  brought  to  this  position  on  all  "stretching"  move- 
ments.) 

12.  ELBOWS  SIDEWARD  .  .  .  BEND.  The  arms  are  raised  in 
the  side  horizontal  plane  with  the  elbows  flexed  in  the  horizontal  plane 
with  the  thumbs  and  first  fingers  touching  the  chest. 

13.  ELBOWS  HALF  SIDEWARD  .  .  .  BEND.  The  arms  are 
raised  in  the  side  horizontal  plane  with  the  elbows  flexed  90  degrees  in  the 
horizontal  plane,  palms  turned  in.  ' 

14.  ELBOWS  HALF  UPWARD  .  .  .  BEND.  The  arms  are 
raised  in  the  side  horizontal  plane  and  the  forearms  flexed  90  degrees  in 
the  vertical  plane,  elbows  back  and  palms  in. 

15.  ARMS  SIDEWARD  AND  DOWNWARD  .  .  .  STRETCH. 
A  four-count  movement,  arms  are  raised  to  "arms  bend"  position  (No.  11) 
on  count  one;  on  count  two,  arms  are  extended  to  side  horizontal  position; 
on  count  three,  are  carried  back  to  "arms  bend"  position  again;  and  on 
count  four,  extended  downward  to  starting  position.  The  following  com- 
binations of  stretching  movements  are  possible:  sideward  and  upward; 
sideward  and  forward;  forward  and  downward;  forward  and  upward;  and 
upward  and  downward.  They  are  executed  in  the  same  relative  manner 
as  described  above. 


Body  Movements 

1.  TRUNK  FORWARD  .  .  .  BEND.  The  trunk  is  bent  for- 
ward at  the  hips  45  degrees.  The  relative  position  of  the  head,  shoulders 
and  upper  back  are  unchanged. 

2.  TRUNK  FORWARD,  DOWN  .  .  .  BEND.  The  trunk  is  bent 
forward  at  the  hips  as  far  as  possible,  with  the  relative  position  of  the 
head,  shoulders  and  upper  back  unchanged. 


20  Physical  Education  in  the  High  School 

3.  TRUNK  BACKWARD  .  .  .  BEND.  The  trunk  is  inclined 
backward  with  the  relative  position  of  head  and  shoulders  unchanged.  The 
extension  should  come  mostly  in  the  upper  back.  The  hips  must  be  kept 
in  same  position  and  knees  straight.  Great  care  must  be  taken  not  to  over- 
emphasize this  movement  as  it  will  easily  lead  to  an  over  extension  in  the 
lower  back  and  the  throwing  forward  of  the  stomach,  making  a  bad  posture. 

4.  TRUNK  TO  THE  LEFT  .  .  .  BEND.  The  trunk  is  bent  to 
the  left  as  far  as  possible  with  the  head  and  shoulders  retaining  the  same 
relative  position.  Avoid  raising  the  heels  from  the  floor  and  rotation  of 
the  hips. 

5.  TRUNK  TO  THE  RIGHT  .  .  .  BEND.  Same  as  No.  4  only 
to  the  right. 

6.  TRUNK  TO  THE  LEFT  .  .  .  TWIST.  The  trunk  is  twisted 
to  the  left  as  far  as  possible.  This  movement  must  take  place  only  above 
the  hips.     Avoid  any  movements  of  the  legs  or  feet. 

7.  TRUNK  TO  RIGHT  .  .  .  TWIST.  Same  as  No.  6,  only  to 
the  right. 

8.  TRUNK  CIRCLING  RIGHT,  LEFT  .  .  .  BEGIN.  With  the 
hips  as  a  center  the  head  describes  as  large  a  circle  as  possible.  Head  and 
shoulders  are  kept  in  same  relative  position.  To  the  right  is  clockwise; 
to  the  left  is  counter  clockwise. 


Leg  Movements 

1.  HEELS  .  .  .  RAISE.  Heels  are  raised  from  floor  as  high  as 
possible,  keeping  knees  straight  and  body  erect. 

2.  KNEES  .  .  .  BEND.  Bend  the  knees  as  far  as  possible, 
keeping  body  erect.     This  will  necessitate  raising  the  heels  from  the  floor. 

3.  LEFT  (RIGHT)  LEG  FORWARD  .  .  .  RAISE.  Transfer 
weight  onto  right  leg  and  raise  left  leg  forward  and  sideward,  keeping 
knee  straight  and  foot  extended.  Care  must  be  taken  not  to  bend  trunk 
backward. 

4.  LEFT  (RIGHT)  LEG  SIDEWARD  .  .  .  RAISE.  Same  as 
No.  3  except  leg  is  raised  sideward.  Care  must  be  taken  not  to  lean  to  the 
right. 

5.  LEFT  (RIGHT)  KNEE  FORWARD  .  .  .  RAISE.  The  knee 
is  bent,  forming  a  right  angle. 

6.  LEFT  (RIGHT)  FOOT  FORWARD  .  .  .  PLACE.  The  foot 
is  placed  directly  forward  about  twice  its  length  with  the  weight  equally 

divided  on  both  feet.   • 


Physical  Education  in  the  High  School  21 

7.  LEFT  (RIGHT)  FOOT  SIDEWARD  .  .  .  PLACE.  The  foot 
is  placed  directly  sideward  about  fifteen  inches  with  weight  equally  divided 
on  both  feet. 

8.  TOE,  TOUCH  FORWARD,  FORWARD  OBLIQUE,  SIDEWARD, 
OR  BACKWARD.  All  made  in  the  same  manner  only  in  the  direction 
indicated.  The  weight  is  transferred  to  the  other  leg,  leg  and  toe  ex- 
tended so  that  the  toe  barely  touches  the  floor. 

9.  FEET  APART  .  .  .  JUMP.  Feet  are  separated  sideward 
with  a  little  jump  to  about  24  inches.  The  command,  "feet  jumping  apart — 
begin,"  indicates  a  continuous  movement  done  in  rhythm. 

10.  JUMPING  ON  TOES  .  .  .  BEGIN.  This  movement  is  jump- 
ing up  and  downward  right  in  place.  The  feet  should  be  raised  six  to 
eight  inches  from  the  floor.     It  is  a  rhythmical  exercise. 

11.  CROSS  STRIDE  JUMPING  .  .  .  BEGIN.  On  count  1,  one 
foot  is  crossed  over  in  front  of  the  other  by  a  jump;  on  count  2,  this  foot 
is  crossed  back  to  position.  This  is  a  rhythmical  exercise.  The  foot  to  be 
crossed  should  be  indicated  in  the  command — this  movement  is  frequently 
used  by  alternating  the  foot  crossing. 

12.  ALTERNATE  FOOT  JUMPING,  FORWARD  AND  BACKWARD 
.  .  .  BEGIN.  This  exercise  is  started  from  a  stride  stand  position 
(left  foot  forward  .  .  .  place).  On  count  1,  on  a  jump,  the  left  foot 
is  placed  back  and  the  right  foot  forward;  on  count  2,  the  left  is  placed 
forward  again  and  the  right  back.     This  is  continued  in  rhythm. 

13.  LEFT  (RIGHT)  FORWARD  .  .  .  LUNGE.  The  body  falls 
forward  at  the  same  time  the  left  (right)  foot  is  moved  forward  about 
twice  or  three  times  its  length.  The  rear  foot  is  turned  outward  to  be  at 
right  angles  with  the  forward  foot.  The  knee  of  the  forward  leg  should 
be  flexed  and  directly  over  the  toe.  The  rear  leg  should  be  straight.  The 
trunk  is  kept  in  an  upright  position. 

14.  LEFT  (RIGHT)  SIDEWARD  .  .  .  LUNGE.  Same  general 
description  as  in  No.  13,  except  the  movement  is  sideward  instead  of 
forward. 

15.  TRUNK    FORWARD,    BEND     ON     LEFT     (RIGHT)      .     .     . 
FOOT.     This  is  a  balance  position  and  is  executed  the  same  as  trunk  for- 
ward bend,  except  the  left  (right)  leg  is  raised  backward  at  the  same  time. 

16.  KNEE  BEND,  REST  POSITION  .  .  .  TAKE.  The  knees 
are  bent  and  the  hands  placed  on  the  floor,  inside  the  knees. 

17.  FEET  JUMPING  FORWARD  AND  BACKWARD  FROM  KNEE 
BEND,    REST    POSITION     .     .     .     BEGIN.     From    the    knee    bend    rest 


22  Physical  Education  in  the  High  School 

position  described  above  the  weight  is  put  on  the  hands  and  the  feet  are 
jumped  backward  on  count  one  and  forward  again  on  count  two.  This  is 
a  rhythmical  exercise  usually,  although  the  rhythm  must  be  rather  slow 
with  only  a  few  repetitions. 

18.  ALTERNATE  FEET  JUMPING  FORWARD  AND  BACKWARD 
FROM  KNEE  BEND,  REST  POSITION  .  .  .  BEGIN.  This  is  es- 
sentially the  same  as  No.  17  except  on  count  one  the  left  leg  is  jumped 
forward  and  the  right  leg  jumped  backward  and  on  count  two  the  reverse. 
This  is  a  rhythmical  exercise  and  usually  started  with  the  left  foot  back. 

19.  PRONE  FALLING  POSITION.  This  is  the  position  obtained 
when  the  feet  are  jumped  backward  from  the  knee  bend  rest  position  and 
held  back.  It  is  a  position  with  the  weight  on  the  hands,  arms  straight,  and 
toes.     Head  should  be  held  up. 

20.  ELBOWS  BEND  FROM  PRONE  FALLING  POSITION.  This 
exercise  is  merely  the  bending  of  the  elbows,  keeping  the  toes  in  place. 
The  elbows  should  be  bent  to  the  extent  of  having  the  chest  nearly  touch 
the  floor.     This  exercise  should  not  be  repeated  many  times. 


CALISTHENIC  LESSONS 
LESSON  I 

BREATHING  EXERCISE— 

Deep  breathing  from  fundamental  standing  position,  1-2.  (Empha- 
size arching  chest  and  inhaling  through  the  nose  and  exhaling 
through  the  mouth.) 

ARM  AND  LEG  EXERCISE— 

Raising  on  toes  with  arms  flinging  sideward,   (by  count)    1-2. 

POSTURE  EXERCISE— 

Hands  placing  on  neck  with  alternate  foot  placing  sideward,  (by 
count)    1-2. 

TRUNK  EXERCISE— 

Hands  on  hip  and  feet  apart Jump 

Trunk  forward Bend 

Trunk  upward Raise 

Hands  and  feet  back  to  position Jump 

(Repeat  several  times   by  count — slowly.) 

ABDOMINAL  EXERCISE— 

Hands  placing  on  hips  with  alternate  knee  raising  forward  (start- 
ing with  left),    (by  count)    1-2. 


Physical  Education  in  the  High  School  23 

balance  exercise— 

Hands  placing  on  hips  and  left  leg  forward       .       .       .     Raise 

Hands  down  and  left  leg       . Replace 

(Repeat  by  count — slowly.) 

JUMPING  EXERCISE— 

Jumping  on  toes  in  place    (rhythmical)    Ready,  Begin     1-2-3-4. 

BREATHING  EXERCISE— 

Same  as  above. 


LESSON  II 

BREATHING  EXERCISE— 

Deep  breathing,  raising  arms  sideward,    (by  count)    1-2. 

ARM  AND  LEG  EXERCISE— 

Arms  raising  forward  with  alternate  leg  raising  forward,  (by 
count)     1-2. 

POSTURE  EXERCISE— 

Arms  bending  (hands  on  shoulders,  elbows  down)  and  stretching 
downward,    (by  count)    1-2. 

TRUNK  EXERCISE— 

Hands  on  hips Place 

Trunk  to  the  left Bend 

Trunk  upward Raise 

Hands Position 

(Repeat  by  count,  going  first  left  then  right.) 

ABDOMINAL  EXERCISE— 

Hands  placing  on  hips  with  alternate  knee  raising  forward,  (by 
count)     1-2. 

BALANCE  EXERCISE— 

Hands  placing  on  neck  with  alternate  leg  raising  sideward,  (by 
count)     1-2.    (Slow  exercise.) 

JUMPING  EXERCISE— 

Hands  on  hips  and  left  foot  sideward  .  .  .  Place.  (New  start- 
ing position.)  Exercise  jumping  on  toes  (rhythmical)  Ready, 
Begin   1-2-3-4. 

BREATHING  EXERCISE— 

Same  as  above. 


24  Physical  Education  in  the  High  School 

lesson  iii 
breathing  exercise— 

Deep  breathing  with  arms  raising  forward,  upward,   (by  count)    1-2. 

ARM   AND  LEG  EXERCISE— 

Arms    raising    sideward   with    alternate    leg    raising    sideward,    (by 
count)    1-2. 

POSTURE  EXERCISE— 

(Thumbs  and  fore-fingers  on  chest  with  elbows  high  and  back.) 

Elbows  sideward Bend 

Hands Position 

(Repeat  several  times   by  count — keep  elboivs   back.) 

TRUNK  EXERCISE— 

Hands  on  neck  and  feet  apart Jump 

Trunk  forward Bend 

Trunk  upward Raise 

Hands  down  and  feet  together Jump 

(Repeat  several  times   by  count.) 

ABDOMINAL  EXERCISE— 

Hands  placing  on  neck  with  alternate  leg  fling  forward,   (by  count) 
1-2. 

BALANCE  EXERCISE— 

Hands  on  hips Place 

Knees Bend 

Knees Straighten 

Hands Position 

(Repeat  several  times  by  count — slow  exercise.) 

JUMPING  EXERCISE— 

Hands  on  hips  and  feet  apart  .     .     .  Jump.    (New  starting  position.) 
Exercise  jumping  on  toes    (rhythmical)    Ready,   Begin   1-2-3-4. 

BREATHING  EXERCISE— 
Same  as  Lesson  II. 


LESSON  IV 

BREATHING  EXERCISE— 

Deep  breathing  with  arms  raising  sidewards,  palms  turned  upward, 
(by  count)    1-2. 

ARM  AND  LEG  EXERCISE— 

Raising  on  toes  with  arms  flinging  forward,  upward,  (by  count)   1-2. 


Physical  Education  in  the  High  School  25 

posture  exercise— 

Hands  on  neck     .     .     .     Place.    (New  starting  position.) 

Ex.:   Arms  flinging  sideward    (keep  elbows  back),    (by  count)    1-2. 

TRUNK  EXERCISE— 

Hands  on  neck Place 

Trunk  to  left Bend 

Trunk  upward Raise 

Hands Position 

(Can  make  this  a  two-count  movement  by  using  second  and  third 
exercises   by  count.) 

ABDOMINAL  EXERCISE— 

Arms  raising  sideward  and  alternate  knee  raising  forward,  (by 
count)    1-2-3-4. 

BALANCE  EXERCISE— 

Alternate  leg  raising  forward  with  arms  flinging  sideward,  (by 
count)  1-2-3-4.  (Must  hold  counts  2  and  3  to  make  it  a  balance 
exercise.) 

JUMPING  EXERCISE— 

Feet  jumping  apart  (rhythmical)  Ready,  Begin  1-2-3-4.  (On  count 
1  feet  jump  to  stride  position,  on  count  2  feet  jump  together 
again;  should  have  hands  on  hips  during  this  exercise.) 

BREATHING  EXERCISE— 
Same  as  Lesson  III. 

LESSON  V 

BREATHING  EXERCISE— 

West  Point  breathing,  (by  count)  1-2.  (Keep  hands  at  sides,  turn- 
ing palms  outward  while  inhaling  and  back  to  position  while 
exhaling.) 

ARM  AND  LEG  EXERCISE— 

Arms  flinging  forward,  sideward,  forward  and  downward,  (by 
count)    1-2-3-4. 

POSTURE  EXERCISE— 

Hands  on  hips     .     .     .     Place.    (New  starting  position.) 

Ex.:    Trunk  backward Bend 

Trunk  upward Raise 

(Sloiv  movement — bend  should  be  in  upper  back  with  chin  kept  in.) 

TRUNK  EXERCISE— 

Hands  on  neck  and  feet  apart     .     .  Jump.    (New  startiyig  position.) 
Ex.:   Alternate  trunk  bending  left  and  right,   (4  counts)    1-2-3-4. 


26  Physical  Education  in  the  High  School 

abdominal  exercise— 

Knee  bend  rest  position     .     .     .     Down.     (New   starting   position.) 
Ex.:     Feet  jumping  backward   and   forward,    (by  count)    1-2.     (On 
count  1   feet  are  jumped  back  so  that  weight  is  on  hands  and 
toes — on  count  2  feet  are  jumped  forward  again.) 

BALANCE  EXERCISE— 

Hands  on  hips       .       .       .     Place.    (New  starting  position.) 
Ex.:    Knees  bend  and  arms  sideward-      ....     Fling 
Knees  straighten  and  hands  on  hips       .       .       .     Place 
(Repeat  several  times   by  count.) 

JUMPING  EXERCISE— 

Feet  jumping  apart  with  arms  flinging  sideward,  (by  count)  1-2. 
(On  count  1  feet  are  apart  and  arms  sideward — on  count  2  feet 
are  together  and  arms  at  side.) 

BREATHING  EXERCISE— 
Same  as  Lesson  IV. 

LESSON  VI 

BREATHING  EXERCISE— 

Deep  breathing,  arms  raising  forward,  upward  and  raising  on  toes, 
(by  count)   1-2. 

ARM  AND  LEG  EXERCISE— 

Arms  sideward  fling  and  feet  apart  .  Jump.  (New  starting  position.) 
Ex. :   Arms  flinging  over-head  and  raising  on  toes,    (by  count)    1-2. 

POSTURE   EXERCISE— 

Elbows  sideward  bend  and  feet  apart        .       .     Jump.  (New  starting 

position.) 
Ex.:    Arms  flinging  sideward  and  raising  on   toes,    (by  count)    1-2. 

TRUNK  EXERCISE— 

Arms  forward,  upward  fling  and  feet  apart       .       .     Jump.    (New 

starting  position.) 
Ex.:  Trunk  bending  forward  with  hands  touching  floor,    (by  count) 
1-2.    (Rhythm  slow  at  first — faster  later.) 

ABDOMINAL  EXERCISE— 

Sitting  position  on  floor.    (New  starting  position.) 
Ex.:  Hands  on  hips  and  trunk  backward       .       .       .     Bend 
Trunk  upward    (hands   to  the   side)        .       .       .     Raise 
(Repeat   several   times   by   count — slow   exercise.) 


Physical  Education  in  the  High  School  27 

balance  exercise— 

Hands  on  hips Place.    (New  starting  position.) 

Ex.:    Raising  alternate   knee   forward   and   raising   on   opposite   toe, 
(by  count)    1-2-3-4. 

JUMPING  EXERCISE— 

Hands  on  hips  and  feet  apart  .  .  Jump.  (New  starting  position.) 
Ex.:  Jumping  on  toes,  feet  crossing  in  front,  (rhythmical)  1-2-3-4. 
(On  count  1  jump  and  cross  left  in  front  of  right;  on  count  2 
jump,  crossing  left  back  to  stride  position;  on  count  3  jump, 
crossing  right  in  front  of  left;  on  count  h  jump  to  stride  posi- 
tion.    Continue  this  in  rhythm.) 

BREATHING  EXERCISE— 
Same  as  in  Lesson  V. 


LESSON  VII 

BREATHING  EXERCISE— 

Deep  breathing,  arms  raising  sideward  with  palms  turned  upward 
and  raising  on  toes,   (by  count)    1-2. 

ARM  AND  LEG  EXERCISE— 

Arms  circling  inward,  (by  count)  1-2.  (Keep  elbows  straight,  de- 
scribing as  large  a  circle  as  possible — arms  cross  first  in  front 
of  hips  and  again  over-head.) 

POSTURE  EXERCISE— 

Arms  forward  raise  and  left  foot  forward       .       .       .     Place.    (New 

starting  position.) 
Ex.:  Arms  flinging  sideward,  raising  on  toes,   (by  count)   1-2. 

TRUNK  EXERCISE— 

Arms   sideward   raise   and   feet   apart       ....  Jump 

Trunk  to  left  (right) Bend 

Trunk  upward Raise 

Arms  down  and  feet  together Jump 

(Can  use  the  first  position  as  a  new  starting  position  and  the  second 
and  third  movements  as  an  exercise   by  count.) 

ABDOMINAL  EXERCISE— 

Alternate  leg,  raising  forward  with  arms  raising  sideward,  (by 
count)    1-2-3-4. 

BALANCE  EXERCISE— 

Hands  on  neck  and  feet  apart     .     .     Jump.    (New  starting  position.) 
Ex.:  Arms  flinging  sideward,   (by  count)   1-2. 


28  Physical  Education  in  the  High  School 

JUMPING  EXERCISE— 

Feet  jumping  apart  with  hands  clapping  over-head,  (rhythmical) 
1-2-3-4.  (As  feet  are  apart  hands  clap  over-head — as  feet  are 
together  hands  are  at  sides.) 

BREATHING  EXERCISE— 
Same  as  Lesson  VI. 


LESSON  VIII 

BREATHING  EXERCISE— 

Deep  breathing,  arms  raising  sideward,  upward  and  raising  on  toes, 
(by  count)   1-2. 

ARM  AND  LEG  EXERCISE— 

Arms  forward  raise  and  feet  apart     .     .     .     Jump.    (New  starting 

position.) 
Ex.:   Arms  raising  over-head,   raising   on   toes,    (by   count)    1-2-3-4. 

POSTURE  EXERCISE— 

Arms  stretching  backward  and  downward,    (4  counts)    1-2-3-4.   (See 
m  Lesson  II — hands  go  to  arm  bend  position  on  counts  1   and  3.) 

TRUNK  EXERCISE— 

Arms  forward  raise  and  feet  apart     .     .     .     Jump.     (New  starting 

position.) 
Ex. :    Trunk    bending    forward    with    arms    flinging    sideward,     (by 
count)    1-2. 

ABDOMINAL  EXERCISE— 

Knee  bend  rest  position  with  left  leg  back.    (New  starting  position — 

see  Lesson  V.) 
Ex.:   Feet  jumping  forward  and  backward,    (rhythmical)    1-2. 

BALANCE  EXERCISE— 

Arms  raise  forward  and  left  leg  backward       .       .  .     Raise 

Arms  flinging  sideward  and  left  leg  forward     .     .  .     Fling 

Arms  forward  fling  and  left  leg  backward       .       .  .     Fling 

Arms  down  and  left  leg Position 

(Repeat  by  count — slow  exercise.) 

JUMPING  EXERCISE— 

Jumping  on  toes  turning   V±  turn  to  the  right  on  every  5th  count, 
(rhythmical)    Ready,  Begin.    1-2-3-4. 

BREATHING  EXERCISE— 

Any  previous  breathing  exercise. 


Physical  Education  in  the  High  School  29 

lesson  ix 

breathing  exercise— 

West  Point  breathing.    (See  Lesson  V.) 

ARM  AND  LEG  EXERCISE— 

Hands  on  hips  and  left   (right)    sideward       .       .       .     Lunge 
Feet  and  hands Position 

(See  explanation  of  a  Lunge — repeat  by  count.) 

POSTURE  EXERCISE— 

Interlock  fingers  behind  hips,  palms  facing  backward.  (Neiv  start- 
ing position.)  (On  count  1  turn  palms  upward,  forward  and 
downward;   on   count  2  return  to  first  position.) 

TRUNK  EXERCISE— 

Arms  sideward,  upward  fling  and  feet  apart     .     .     .  Jump 

Trunk  to   left    (right) Bend 

Trunk  upward Raise 

Arms  down   and  feet  together Jump 

(Repeat  several  times   by  count.) 

ABDOMINAL  EXERCISE— 

From  "prone  falling  position."  (See  explanation  "prone  falling 
position."  ) 

Ex. :  Elbows Bend 

Elbows Straighten 

(Repeat  by  count — sloiv  exercise.) 

BALANCE  EXERCISE— 

Hands  on  hips  and  knees     .     .     .     Bend.     (New  starting  position.) 

Ex.:   Change  position  of  hands  several  times  by  command,  such  as 

"hands  on  neck,"  "arms  sideward  fling,"  "arms  forward  fling." 

JUMPING  EXERCISE— 

Alternate  feet  jumping  forward  with  arms  flinging  forward, 
(rhythmical)  1-2-3-4.  (On  count  1  jump,  placing  left  foot  for- 
ward and  raise  arms  forward;  on  count  2  jump,  return  left 
foot  and  lower  arms;  on  count  3  jump,  placing  right  foot  for- 
ward raising  arms  forward;  on  count  U  jump,  return  right  foot 
and  lower  arms.   Continue  in  rhythm.) 

BREATHING  EXERCISE— 

Any  previous  breathing  exercise. 


30 


Physical  Education  in  the  High  School 


LESSON  X 

BREATHING  EXERCISE— 

Deep  breathing,  arms  circling  inward,    (by  count)    1-2. 

ARM  AND  LEG  EXERCISE— 

Hands  on  hips  and  heels Raise 

Knees  bend  and  arms  sideward Raise 

Knees  straighten  and  hands  on   hips       ....  Place 

Hands  down  and  heels Lower 

(Repeat  several  times  by  count.) 

POSTURE  EXERCISE— 

Arms  raising  backward,  turning  palms  outward  and  raising  on  toes, 
(by  count)   1-2. 

TRUNK  EXERCISE— 

Wood  chopping  exercise.    Hands  clasped  on  right  shoulder  and  feet 

apart     .     .     .     Jump.    (New  starting  position.) 
Ex.:   On  count  1  bend  trunk  left  obliquely  downward  swinging  hands 
down  to  position  over  left  foot;  on  count  2  return  to  starting 
position,    (by  count)    1-2. 

ABDOMINAL  EXERCISE— 

Sitting  position  with  hands  on  neck     .     .     .     Down.    (New  starting 

position.) 
Ex.:    Trunk   bending   backward,    (by    count)    1-2.     (Give    girls    any 
previous  abdominal  exercise.) 

BALANCE  EXERCISE— 

Hands  on  hips  and  left  (right)   knee  forward     .     .  .     Raise 

Left   (right)   leg  forward,  stretch  arms  sideward     .  .     Raise 

Left  (right)  knee  bend  and  hands  on  hips       .       .  .     Place 

Hands  down  and  left   (right)   foot       ....  Position 
(Repeat  by  count — slow  exercise.) 

JUMPING  EXERCISE— 

Hands  on.  hips Place.     (New  starting  position.,; 

Ex.:   Running   in   place,    (rhythmical)    Ready,    Begin    1-2-3-4. 

BREATHING  EXERCISE— 

Any  previous  breathing  exercise. 

LESSON  XI 


BREATHING  EXERCISE— 

Deep  breathing,  arms  raising  forward  and  sideward,  palms  up  and 
raising  on  toes,    (by  count)    1-2. 


Physical  Education  in  the  High  School  31 

ARM  AND  LEG  EXERCISE— 

Hands    clapping    over-head    and    feet    jumping    apart,     (rhythmical) 
1-2-3-4.    (See  Lesson  VII.) 

POSTURE  EXERCISE— 

Elbows  half  sideward Bend 

(See   explanation  elboivs   half  sideward.) 

Forearms  upward Raise 

Forearms  downward Lower 

Hands Position 

(Repeat  by  count  several  times.) 

TRUNK  EXERCISE— 

Left   (right)    sideward  and  hands  on  hips       .       .       .     Lunge 

Trunk Bend 

Trunk  upward Raise 

Feet  and  hands Position 

(Repeat  by  count;  can  vary  by  having  arms  flinging  sideward 
on  second  movement.) 

ABDOMINAL  EXERCISE— 

Knee  bend  rest  position       .       .       .     Down.    (Neiv  starting  position.) 
Ex.:    Feet  jumping  backward   and   forward,    (by   count)    1-2. 
(Give  girls  any  previous  abdominal  exercise.) 

BALANCE  EXERCISE— 

Left  (right)  leg  backward  raise  and  arms  sideward  .  Raise 
Arms  fling  over-head  and  right  (left)  heel  .  .  .  Raise 
Arms  sideward  lower  and  right  (left)  heel  .  .  .  Lower 
Hands  down  and  left  (right)   leg Replace 

(Repeat  by  count — slow  exercise.) 

JUMPING  EXERCISE— 

Jumping  on  toes  with  one-half  turn  to  the  right  on  every  fifth  count, 
(rhythmical)    1-2-3-4. 

BREATHING  EXERCISE— 

Any  previous  breathing  exercise. 


32  Physical  Education  in  the  High  School 

lesson  xii 
breathing  exercise— 

West  Point  breathing,   (by  count)    1-2. 

ARM  AND  LEG  EXERCISE— 

Knee  bend  rest  position       .       .     .     Down.    (New  starting  position.) 
Ex.:   Jumping  feet  apart,  raising  trunk  and  flinging  arms  sideward, 
(by  count)     1-2.     (Count   one   as   described   on   count    to   jump 
back  to  knee  bend  rest  position.) 

POSTURE   EXERCISE— 

Arms  stretching  sideward  and  backward,    (4  counts)    1-2-3-4.     (See 
Lesson  VIII.) 

TRUNK  EXERCISE— 

Left  (right)  forward  lunge  with  elbows  sideward  .  .  Bend 
Trunk  forward,  bend  with  arms  sideward  .  .  .  Fling 
Trujik  upward,  raise  elbows  sideward       ....       Bend 

Feet  and  hands Position 

(Repeat  by  count — can  use  second  and  third  movement  several  times 
in  a  row,  using  first  position  as  new  starting  position.) 

ABDOMINAL  EXERCISE— 

Knee  bend  rest  position       .       .       .  Down.    (New  starting  position.) 
Ex.:   Alternate  foot  jumping  forward   and  backward,    (rhythmical) 
1-2-3-4. 

BALANCE  EXERCISE— 

Left  forward  lunge  and  hands  on  hips  ....  Place 
Trunk  forward  bend  raising  right  leg  off  floor  ...  1 
Trunk  upward  raise,  replacing  right  foot  on  floor       .       .    2 

Feet  and  hands Position 

(Repeat,  using  numbers  for  all  four  movements.) 

JUMPING  EXERCISE— 

Rocking  step    (rhythmical)    Ready,  Begin       .       .       .     1-2-3-4. 
(Start  with  hands  on  hips  and  left  leg  forward.    On  count  1   place 
left   foot   where   right   was   and   raise   right    leg    backward;    on 
count  2  replace  right  foot   and  swing    left   leg  forward   again. 
Continue  in  rhythm.) 

BREATHING   EXERCISE— 

Any  previous  breathing  exercise. 

Note  :    Teachers  can  make  an  unlimited  number  of  different  lessons 

by   combining  any   of  the   movements  given  in    these   twelve 

lessons  or  by  adding  different  movements. 


Physical  Education  in  the  High  School  33 

GAMES  AND  RELAYS 

Following  is  a  list  of  group  games  and  relays  suitable  for  either  boys 
or  girls  or  both  as  indicated  after  each.  These  games  are  games  of  lower 
organization  and  can  be  used  as  part  of  the  physical  training  periods. 

A— GAMES 

1.  Dodge  Ball  (Both) 

Divide  group  into  two  teams.  One  team  forms  as  large  a  circle  as  is 
possible  by  joining  hands — the  other  team  gets  in  center  of  this  circle. 
Team  on  circle  then  drop  hands.  Team  on  circle  has  a  ball  (basket,  soccer, 
volley)  and  throws  this  ball  back  and  forth  across  circle  trying  to  hit  any 
of  the  team  in  the  center.  When  one  of  the  center  team  is  hit  he  must 
leave  the  game.  When  the  last  man  is  hit  the  teams  change  places  and 
play  as  above.  The  teacher  should  keep  a  record  of  the  length  of  time  it 
took  each  team  to  hit  everyone  of  the  other  team.  The  team  having  the 
lowest  time  wins. 

2.  Circle  Ball  (Both) 

Arrange  all  the  players  in  a  circle  except  one  who  is  "it"  in  the  center. 
The  players  on  the  circle  have  a  ball  (basket,  soccer,  volley)  and  throw 
the  ball  back  and  forth  between  them.  "IT"  tries  to  touch  this  ball  by 
running  back  and  forth  after  it;  if  he  does  touch  the  ball  the  one  that  last 
threw  it  or  last  touched  it  becomes  the  new  "IT."  The  first  "IT"  takes 
his  place  in  the  circle. 

This  game  can  be  speeded  up  by  having  two  "ITS." 

3.  Three  Deep  (Both) 

Arrange  players  in  a  double  circle  in  pairs  facing  in.  Appoint  one 
runner  and  one  chaser.  The  chaser  tries  to  catch  the  runner  who  may 
save  himself  by  running  in  front  of  any  player  on  the  inner  circle.  The 
player  immediately  behind  this  player  then  becomes  the  runner.  If  the 
runner  is  tagged  he  immediately  becomes  the  chaser  and  the  first  chaser 
the  runner.  (Players  should  be  encouraged  not  to  run  for  long  but  to  run 
in  front  of  someone  immediately,  thus  making  the  game  faster.) 

4.  Pom  Pom  Pull  Away  (Both) 

Establish  two  lines  across  the  playground  fifty  feet  apart.  Place  all 
but  one  player  "IT"  on  one  of  these  lines.  Place  the  "IT"  in  the  middle 
between  the  two  lines.  The  "IT"  then  calls  "POM  POM  PULL  AWAY, 
COME  AWAY  OR  I'LL  PULL  YOU  AWAY,"  upon  which  all  the  players 
run  for  the  opposite  line.  "IT"  tries  to  tag  as  many  as  he  can — everyone 
tagged  must  join  "IT"  and  help  him  tag  the  others.  This  is  continued  until 
all  are  tagged.  The  last  one  tagged  is  the  winner  and  is  "IT"  for  the 
next  game. 


34  Physical  Education  in  the  High  School 

5.  Cross  Tag  (Both) 

Scatter  all  players  but  two  over  the  playing  area.  One  of  the  two  is 
the  runner  and  the  other  the  chaser.  The  chaser  chases  the  runner  trying 
to  tag  him  and  must  continue  to  chase  him  until  one  of  the  other  players 
cross  between  him  and  the  runner — the  player  that  crosses  between  is  then 
the  runner.  If  the  chaser  tags  the  runner  the  two  reverse  places  and  the 
game  continues. 

6.  Black  and  White  (Both) 

Establish  two  lines  thirty  feet  long  and  sixty  feet  apart.  Divide  the 
group  into  two  teams,  BLACKS  and  WHITES.  Arrange  the  two  teams 
facing  each  other  about  three  feet  apart  down  the  center  of  the  playing 
area.  Secure  a  piece  of  cardboard  which  is  black  on  one  side  and  white 
on  the  other.  At  a  signal  this  cardboard  is  thrown  up  in  the  air  where 
all  can  see  it — if  it  comes  down  with  the  black  side  up  the  black  team  turns 
and  runs  for  the  line  at  their  backs,  the  white  team  trying  to  catch  as 
many  as  possible.  All  caught  go  to  the  other  team.  If  on  the  other  hand 
the  cardboard  comes  down  white,  then  the  whites  run  for  their  line  with 
the  blacks  trying  to  catch  them.  This  is  continued  until  one  side  has 
caught  all  of  the  other  side,  thereby  winning  the  game. 

7.  Double  Tag  (Both) 

Scatter  all  players  around  in  the  area  except  two  "ITS"  who  link 
elbows.  At  a  signal  these  two  try  to  tag  any  of  the  other  players.  They 
must  keep  their  elbows  locked.  Any  player  tagged  exchange  places  with 
the  "IT"  that  tagged  him. 

8.  Mount  Ball  (Boys) 

Arrange  the  group  in  a  double  circle  in  pairs.  The  inner  circle  being 
the  "horses"  and  the  outer  circle  the  "riders."  The  "riders"  mount  the 
"horses"  and  are  given  a  ball  (basket,  soccer).  The  object  is  for  the  "rid- 
ers" to  pass  the  ball  back  and  forth  among  each  other  while  the  "horses" 
try  to  make  them  drop  the  ball.  If  the  ball  is  dropped  the  "riders"  change 
places  with  the  "horses."  The  "horses"  must  stay  in  place  but  may  dodge, 
duck,  side-step  and  use  similar  tactics  to  force  the  "riders"  to  drop  the 
ball.     The  entire  group  changes,  not  simply  the  one  that  dropped  the  ball. 

9.  Club  Snatch  (Both) 

Divide  the  group  into  two  teams.  Establish  two  lines  about  thirty  feet 
apart  with  a  circle  in  the  center,  equal  distance  from  each  end.  Arrange 
the  two  groups  on  these  lines,  each  being  opposite  an  opponent.  Put  an 
Indian  club,  or  an  object  in  the  circle.  The  players  two  at  a  time  (one 
from  each  team)  approach  the  object  trying  to  snatch  it  and  return  to 
their  line  without  being  tagged  by  their  opponent.  The  player  that  is  suc- 
cessful scores  one  point  for  his  team;  if  however,  the  player  who  snatches 
the  club  is  caught  a  point  is  scored  by  the  opposing  team. 


Physical  Education  in  the  High  School  35 

10.  Broncho  Tag   (Boys) 

Divide  players  into  groups  of  two's  and  scatter  them  around  the  playing 
area.  Each  player  is  a  broncho,  one  the  head  and  the  other  the  tail.  The 
tail  grasps  the  head  from  the  rear  around  the  waist.  Appoint  one  player 
to  be  the  runner  and  one  to  be  the  chaser.  The  runner  tries  to  save  him- 
self from  being  tagged  by  catching  on  to  the  tail  of  one  of  the  bronchos. 
The  bronchos  try  to  prevent  this  by  running  around,  wiggling,  and  squirm- 
ing. When  the  runner  does  succeed  in  catching  on  to  the  tail  the  head  im- 
mediately becomes  the  runner. 

11.  Swat  Your  Neighbor  (Boys) 

Arrange  group  in  a  circle  about  two  feet  apart.  Appoint  one  "IT." 
The  players  in  the  circle  face  in  and  bend  over  with  hands  on  their  knees 
and  eyes  shut.  The  "IT"  has  a  swatter  (cylindrical  piece  of  canvas  stuffed 
with  cotton  or  a  knotted  towel)  ;  he  runs  around  in  back  of  the  circle  and 
quietly  puts  the  swatter  in  someone's  hands.  This  person  turns  and  swats 
the  man  on  his  right  as  many  times  as  he  can  before  this  man  can  run  to 
the  right  around  the  circle  and  get  back  into  his  place  again.  The  man 
with  the  swatter  then  runs  around  and  puts  the  swatter  in  someone  else's 
hands,  etc. 

12.  Last  Couple  Out  (Both) 

Arrange  the  players  in  a  column  of  two's  (couples)  with  the  player 
chosen  to  be  "IT"  about  ten  feet  in  front,  facing  in  the  same  direction. 
At  a  signal  from  "IT"  the  last  couple,  each  running  to  the  outside  of  the 
ones  directly  in  front  of  them,  try  to  join  hands  in  front  of  the  "IT"  with- 
out being  tagged  by  "IT."  The  "IT"  cannot  look  around  or  attempt  to 
tag  either  of  the  runners  until  they  are  on  a  line  with  him.  The  players 
running  should  vary  their  approach  in  such  a  way  (by  circling  wide  or 
zig-zagging,  etc.)  as  to  make  it  difficult  to  tag  them.  If  one  player  is 
tagged  he  becomes  the  new  "IT"  and  the  other  two  take  their  places  as 
the  first  couple.  If  neither  is  tagged  the  same  one  is  "IT"  a  second  time,  etc. 

13.  Hound  and  Rabbit  (Both) 

Arrange  all  but  two  players  in  groups  of  three's  scattered  over  the 
playing  area.  Two  of  the  players  in  each  group  face  each  other  and  join 
hands,  the  third  gets  in  between  the  other  two.  Appoint  one  of  the  re- 
maining two  the  "RABBIT"  and  the  other  the  "HOUND."  At  a  signal 
the  hound  chases  the  rabbit  trying  to  tag  him.  The  rabbit  may  prevent 
being  tagged  by  running  in  under  any  of  the  groups  holding  hands — the 
one  already  in  the  center  of  this  group  immediately  becomes  the  "rabbit" 
and  must  run  or  be  tagged  by  the  "hound."  If  the  hound  does  tag  the 
rabbit,  the  rabbit  immediately  becomes  the  hound  and  chases  the  former 
hound.  Players  should  be  encouraged  not  to  run  for  a  long  time,  but  to 
run  into  some  group  and  so  change  runners  frequently.  After  the  game 
has  been  going  on  for  a  little  while  have  one  of  the  ones  holding  hands  in 


36  Physical  Education  in  the  High  School 

each  group  change  places  with  the  one  in  the  center.  Make  a  similar 
change  again  in  a  short  time  and  everyone  will  then  have  an  opportunity 
to  be  a  runner. 

14.  Milling  the  Man  (Boys) 

Divide  the  class  into  groups  of  from  ten  to  fifteen.  Have  all  but  one 
of  each  group  sit  in  a  circle  facing  in  with  the  bottoms  of  the  feet  all 
touching.  Appoint  one  to  be  the  "IT"  and  have  him  stand  in  the  center. 
He  should  stand  stiff  and  rigid  and  then  fall  as  heavily  as  he  can  in  any 
direction.  The  players  sitting  all  raise  their  arms  and  try  to  prevent  him 
from  falling  on  them.  They  push  him  from  one  to  the  other,  trying  to 
keep  him  from  falling  on  them.  The  "IT"  tries  to  fall  through;  should 
he  fall  through  the  player  whom  he  falls  on  becomes  the  new  "IT."  If  the 
"IT"  will  keep  stiff  he  will  be  thrown  around  with  momentum  enough  to 
cause  some  player  to  let  him  fall. 

15.  Call  Ball   (Girls) 

Arrange  all  the  players  except  one  who  is  to  be  "IT"  in  a  close  group 
in  the  center  of  the  playing  area.  "IT"  has  a  ball  (basket,  soccer,  volley) 
and  starts  the  game  by  tossing  it  in  the  air,  calling  someone's  name  in  the 
group.  As  the  ball  is  tossed  in  the  air  all  the  players  scatter,  except  the 
one  whose  name  was  called,  who  tries  to  catch  the  ball.  As  soon  as  this 
player  catches  the  ball  she  calls  "STAND"  and  everyone  must  stop  im- 
mediately. The  player  with  the  ball  then  has  an  opportunity  to  throw  the 
ball  at  any  player  (who  cannot  move  or  dodge)  ;  if  she  hits  the  player 
that  player  becomes  the  new  "IT,"  if  she  misses  she  becomes  the  new  "IT." 

16.  Fox  and  Geese  (Boys) 

Appoint  one  of  the  players  the  "Gander"  and  all  of  the  others  "Geese" 
except  one  who  is  the  "Fox."  The  geese  get  in  a  single  line,  each  with 
his  hands  around  the  waist  of  the  player  in  front — first  one  in  line  puts 
his  hands  around  the  gander's  waist.  The  fox  tries  to  tag  the  last  goose 
in  the  line  and  the  gander  tries  to  prevent  this  by  holding  his  arms  out 
to  the  side  and  always  staying  in  front  of  the  fox.  All  the  geese  (keeping 
in  line  with  their  hands  around  the  waist  of  the  one  in  front)  keep  back 
of  the  gander.  The  fox  tries  to  run  by  the  gander  to  get  to  the  back  of 
the  line  and  the  gander  immediately  follows,  staying  between  him  and  the 
geese — this  means  that  the  geese  are  continually  moving  either  one  way  or 
the  other  trying  to  stay  in  back  of  the  gander.  If  the  last  goose  is  tagged 
he  becomes  the  "IT"  and  the  former  "IT"  takes  a  place  in  the  line. 

17.  Maze  Tag  (Both) 

Arrange  all  but  two  in  parallel  lines,  arms  width  apart  and  the  same 
distance  in  back  of  the  one  in  front.  Appoint  one  of  the  remaining  players 
"IT"  and  the  other  the  runner.  The  players  all  join  hands  by  raising 
their  arms  sideward.     The  "IT"  then  chases  the  runner  up  and  down  the 


Physical  Education  in  the  High  School  37 

aisles  formed  by  the  players  holding  hands.  The  teacher  at  different  inter- 
vals calls  "RIGHT  FACE,"  after  which  the  players  all  face  to  the  right 
and  again  join  hands — this  makes  the  aisles  running  in  a  different  direction 
and  will  widely  separate  the  runner  and  "IT."  The  teacher  should  time 
her  call  so  as  to  protect  the  runner — that  is,  if  "IT"  was  about  to  tag 
the  runner  while  running  down  one  of  the  aisles  the  call  "RIGHT  FACE" 
would  put  the  runner  and  the  "IT"  in  entirely  different  aisles  and  thus  pre- 
vent the  runner  from  being  tagged.  If  the  runner  is  tagged,  he  immedi- 
ately becomes  "IT"  and  the  former  "IT"  the  runner.  The  teacher  should 
frequently  change  both  the  runner  and  the  "IT"  and  so  give  everyone  a 
chance  to  run. 

18.     Japanese  Tag  (Both) 

This  is  played  the  same  as   regular  tag  except  the   one  tagged   must 
hold  one  hand  on  the  spot  he  was  tagged  while  trying  to  tag  someone  else. 


B— RELAYS 

1.  Over-Head  Relay  (Both) 

Divide  the  players  into  teams  of  from  10  to  12.  Arrange  each  team 
in  a  single  column,  teams  about  ten  feet  apart  with  the  first  man  in  each 
column  on  the  same  line.  The  players  should  stand  as  close  to  each  other 
as  possible  with  arms  raised  over  heads.  The  first  one  in  each  column  has 
a  basketball  and  on  the  word  "GO"  passes  the  ball  back  to  the  second  one 
in  line,  the  second  one  passes  it  back  to  the  third,  etc.,  until  the  last  one 
in  line  gets  the  ball.  When  the  last  one  gets  the  ball  he  runs  to  the  front 
of  the  line  (each  player  in  the  line  moving  back  one  step)  and  starts  the 
ball  back  again.  This  is  repeated  until  the  original  first  man  gets  back 
to  his  original  place.     The  team  getting  their  first  man  back  first  wins. 

2.  Underneath  Relay   (Boys) 

This  is  played  exactly  as  "over-head  relay"  except  instead  of  passing 
the  ball  over-head  it  is  rolled  on  the  ground  between  the  legs  of  each 
player. 

3.  Over  and  Under  Relay  (Boys) 

This  is  played  the  same  as  the  above  except  every  other  player  passes 
the  ball  over-head  and  every  other  passes  it  between  his  legs. 

4.  Wand  Relay  (Both) 

The  players  are  divided  into  equal  teams  as  in  "over-head  relay."  The 
first  player  is  given  a  wand  (any  stick  three  or  four  feet  long  will  do) ;  at 
the  signal  "GO"  this  player  runs  forward  to  a  given  mark  (should  be  about 
40  or  50  feet)  and  back — as  he  gets  back  he  gives  one  end  of  the  wand  to 
the  second  player  and  they,  one  on  one  side  and  the  other  on  the  other 
side,  carry  the  wand  about  12  inches  from  the  ground  back  under  the  other 


38  Physical  Education  in  the  High  School 

players  on  their  team.  The  other  players  each  in  turn  jump  as  the  wand 
passes  under  them.  When  these  two  reach  the  back  of  the  line  the  player 
that  was  number  two  in  line  (the  one  getting  the  wand  after  the  first 
man  ran  down  to  the  given  mark  and  back)  takes  the  wand  and  runs 
down  to  the  given  mark  and  back  giving  one  end  to  number  three  and 
they  run  back  with  it  underneath  their  team  as  before.  The  team  wins 
who  first  gets  its  number  one  player  back  to  the  front  of  the  line  again. 

5.  All  Up  Indian  Club  Relay  (Both) 

Arrange  players  as  in  "over-head  relay."  In  front  of  each  line  (about 
40  feet)  mark  two  small  circles — in  one  circle  place  three  Indian  clubs  (any 
object  will  do).  At  the  signal  "GO"  the  first  player  in  each  line  runs  down 
and  changes  the  Indian  clubs  from  one  circle  to  the  other  and  runs  back 
and  tags  number  two  in  line.  Number  two  repeats  number  one's  per- 
formance as  does  everyone  in  the  line.  The  team  winning  that  finishes 
first. 

6.  Shuttle  Relay  (Both) 

Divide  the  players  into  groups  of  12  to  20  each.  Divide  each  group 
into  two  equal  groups,  which  stand  facing  each  other  in  single  file,  with 
the  leader  of  each  group  on  a  starting  line.  These  starting  lines  should 
be  from  60  to  100  feet  apart.  Thus  each  team  is  divided  into  two  groups 
facing  each  other.  At  the  signal  "GO"  the  leader  of  one  group  of  each 
team  (the  leaders  of  the  groups  standing  on  the  same  line)  run  across  the 
space  and  touches  the  leader  of  his  other  group,  this  player  in  turn  runs 
across  the  playing  space  and  touches  the  second  player  of  the  other  group 
on  his  team,  this  player  then  runs  across  the  space  and  touches  the  second 
player  of  the  opposite  group  on  this  team.  This  is  repeated  until  every  one 
has  run  in  both  groups  of  each  team.  The  team  wins  whose  last  man  to 
run  reaches  the  opposite  starting  first.  The  players,  after  running,  should 
drop  back  out  of  the  way,  making  it  easy  to  see  who  is  left  to  run.  It  is 
sometimes  desirable  to  pass  an  object  instead  of  merely  tagging  the  next 
player  to  run. 

7.  Zig  Zag  Relay  (Both) 

Divide  the  players  into  teams  of  10  to  20.  Each  team  is  again  divided 
into  two  groups.  These  groups  line  up  side  by  side  with  about  three  foot 
intervals,  facing  each  other.  The  players  of  each  team  must  be  directly 
opposite  each  other.  The  first  player  of  one  group  of  each  team  is  given 
a  basketball.  At  the  signal  "GO"  the  ball  is  passed  ZIG  ZAG  back  and 
forth  up  the  whole  length  of  each  team  and  back  again  (each  player  thus 
catching  and  passing  the  ball  twice).  The  team  to  get  the  ball  back  to  its 
original  starting  place  first  wins. 


Physical  Education  in  the  High  School  39 

8.  Skin  the  Snake  Relay  (Boys) 

Divide  the  players  into  two  teams  and  place  them  as  in  "over-head 
relay."  Each  player  then  puts  his  right  hand  between  his  legs  and  grasps 
the  LEFT  hand  of  the  player  behind  him.  At  the  signal  "GO"  the  last 
man  in  each  column  sits  down,  then  lays  down  on  his  back  while  the  rest 
all  back  until  the  next  to  the  last  man's  feet  are  opposite  the  last  man's 
head,  he  then  sits  down  and  lays  down.  This  continues  until  all  are  on 
the  ground  on  their  backs.  After  the  player  that  was  the  first  in  line  is 
on  the  ground  he  immediately  gets  up  and  runs  forward  (straddling  the 
others  of  his  team  who  are  on  their  backs,  as  he  gets  over  the  man  in 
front  of  him  he  pulls  that  man  up  to  his  feet).  This  is  continued  until 
all  are  again  in  their  original  places.  The  first  team  to  get  back  to  its 
original  place  wins.  (It  is  absolutely  necessary  that  each  player  retains 
his  grasp  of  his  team-mate's  hand  throughout  the  entire  relay — otherwise 
the  chain  will  be  broken  and  the  relay  spoiled.) 

9.  Hopping  Relay  (Both) 

The  players  are  divided  as  in  "over-head  relay."  Some  object,  as  a 
chair,  or  a  line  drawn  on  the  ground,  is  placed  30  or  40  feet  from  the  start- 
ing line.  At  the  signal  "GO"  the  first  player  in  each  line  hops  forward  on 
one  foot,  holding  the  other  up  with  his  hand,  around  this  chair  and  back 
to  his  starting  position.  He  touches  number  two  upon  his  return  and  num- 
ber two  hops  down  around  the  chair  and  back.  This  is  continued  until 
everyone  has  gone  down  around  the  chair  and  back.  The  team  who's  last 
player  returns  to  the  starting  line  first  wins. 

10.  Avalanche  Relay   (Both) 

Divide  the  players  into  teams  of  from  10  to  20.  Arrange  each  team  in 
a  single  column  (the  teams  should  be  about  20  feet  apart)  with  about  8 
feet  between  each  player.  At  the  signal  "GO"  the  last  player  on  each 
team  runs  forward,  clasps  both  arms  around  the  player  in  front  of  him — - 
they  then  both  run  forward  to  the  next  player  who  is  likewise  clasped 
about  the  waist — this  is  continued  until  all  are  clasped  together  in  one 
body.  The  entire  body  then  runs  forward  to  the  finishing  line  (about  30 
or  40  feet  in  front  of  the  front  player).  The  team  crossing  this  starting 
line  first,  with  everybody  clasped  about  the  waist,  wins. 

11.  Centipede  Relay  (Boys) 

Arrange  the  players  in  equal  teams  as  in  "over-head  relay,"  the  first 
man  of  each  team  on  a  common  starting  line.  Establish  a  turning  point 
about  60  feet  in  front  of  each  team.  Give  the  first  two  players  of  each 
team  a  stick,  have  them  place  this  stick  between  their  legs,  holding  it 
with  one  hand.  At  the  signal  "GO"  the  first  pair  on  each  team  runs  for- 
ward around  the  turning  point  and  back  to  the  starting  line.  They  then 
drop  the  stick  and  run  to  the  side  out  of  the  way.     The  next  two  in  line 


40  Physical  Education  in  the  High  School 

then  take  the  stick  in  the  same  manner  and  run  around  the  turning  point 
and  back  to  the  starting  line.  This  is  continued  until  all  have  run.  The 
team  which  gets  the  last  two  back  to  the  starting  line  first  wins. 

12.  Leap  Frog  Relay  (Boys) 

Arrange  the  players  in  equal  teams,  each  in  a  single  column,  the  teams 
at  least  ten  feet  apart.  Place  three  players  of  each  team  in  a  single 
column  facing  the  same  way  the  team  is  facing  with  their  hands  on  their 
knees,  heads  down  about  six  feet  apart.  At  the  signal  "GO"  each  team 
runs  forward,  doing  a  straddle  vault  over  each  of  the  three  players  in 
front  of  them  and  return  again  to  their  original  places.  They  should  keep 
in  the  same  formation  throughout  the  relay.  The  team  to  get  all  of  its 
players  back  to  their  original  places  first  wins. 

13.  Back  and  Forth  Relay  (Both) 

Arrange  the  players  as  in  "over-head  relay."  Draw  a  circle  one  foot 
in  diameter  immediately  in  front  of  each  team.  Draw  another  circle  one 
foot  in  diameter  about  30  feet  in  front  of  the  first  circle.  Place  three 
small  objects  (baseballs,  blocks  of  wood,  or  stones),  in  the  circle  nearest 
the  players.  At  the  signal  "GO"  the  first  player  of  each  team  carries 
these  objects  one  at  a  time  to  the  circle  and  runs  and  touches  the  third 
player,  etc.  This  is  continued  until  everyone  has  transferred  the  objects 
from  one  circle  to  the  other.     The  team  finishing  first  wins. 

14.  Half  and  Half  Relay  (Both) 

Divide  group  into  two  divisions  and  each  division  into  partners  stand- 
ing in  a  column  of  two's — first  set  of  partners  of  each  division  on  same 
starting  line  about  ten  feet  apart.  The  first  set  of  partners  in  each  divi- 
sion lock  arms  with  one  partner  facing  forward  and  the  other  facing  back- 
ward. The  object  is  for  these  partners  to  run  to  a  "touch  line"  about  30 
feet  from  the  starting  line  and  back  and  tag  the  next  set  of  partners.  This 
is  continued  until  every  set  of  partners  have  run.  The  last  set  of  part- 
ners to  finish  first  wins  the  relay.  The  partner  running  backward  must 
run  backward  on  the  way  to  the  touch  line  and  the  other  partner  run  back- 
ward on  the  return. 

15.  Pass  an  Object  Relay  (Both) 

Divide  the  class  into  equal  groups  as  in  relay  number  one,  only  have 
the  players  face  to  the  side  (all  facing  to  the  same  side).  The  first  player 
takes  hold  of  the  second  player's  left  wrist  with  his  right  hand — the  second 
player  takes  the  third  player's  left  wrist  with  his  right  hand,  etc.,  until 
every  player  is  holding  the  wrist  of  the  player  at  his  right.  Place  six 
dumb-bells,  baseballs,  stones,  or  any  small  objects  in  front  of  the  first 
player.  On  the  word  "GO"  the  first  player  picks  up  the  objects  one  at  a 
time  and  passes  them  back — the  players,  still  keeping  hold  of  wrists,  pass 
the  objects  back  to  the  last  one  on  the  line,  the  end  player  puts  the  objects 


Physical  Education  in  the  High  School  41 

in  a  pile  in  front  of  him.  When  all  six  are  in  the  pile,  he  picks  them  up 
one  by  one  and  passes  them  forward  again.  The  team  wins  that  gets 
all  six  of  the  objects  back  to  the  first  player  first. 

BIBLIOGRAPHY  PHYSICAL  TRAINING,  GAMES  AND  RELAYS 

*Games,  Contests,  and  Relays.    Staley.    A.  S.  Barnes  &  Co.,  New  York. 

Games  for  the  Playground,  Home  and  Gymnasium.  Bancroft.  Mac- 
millan  &  Co.,  New  York. 

^Gymnastic  Teaching.  Wm.  Skarstrom.  American  Physical  Education 
Review,  Springfield,  Mass. 

What  to  do  at  Recess.    G.  E.  Johnson.    Ginn  &  Co.,  New  York. 

*The  Theory  of  Organized  Play.  Bowen  &  Mitchell.  A.  S.  Barnes  &  Co., 
New  York. 

The  Practice  of  Organized  Play.  Bowen  &  Mitchell.  A.  S.  Barnes  &  Co., 
New  York. 

The  Posture  of  School  Children.   Bancroft.   Macmillan  &  Co.,  New  York. 

Play  in  Education.    Lee.    Macmillan  &  Co.,  New  York. 

Exercise  in  Education  and  Medicine.  McKenzie.  Saunders  &  Co., 
Philadelphia. 

Health  by  Stunts.    Pearl  and  Brown.    Macmillan  &  Co.,  New  York. 


RELIEF  DRILLS 

A — Purpose 

The  purpose  of  the  "relief  drill"  is  to  give  some  form  of  physical  exer- 
cise to  counteract  the  prolonged  sitting  positions  and  to  equalize  and  stim- 
ulate the  circulation.  Continual  sitting  is  tiresome  and  is  one  of  the  great- 
est causes  of  inattention  in  the  school.  This  can  be  overcome,  however, 
by  the  use  of  the  "relief  drills,"  which  as  the  name  implies,  gives  relief 
from  the  monotony  of  school  room  recitations. 

The  "relief  drills"  are  especially  designed  for  schools  not  having  a 
physical  training  period,  also  for  days  when  physical  training  is  not  given. 

B— Time 

These  drills  should  be  from  two  to  three  minutes  in  length.  They 
should  consist  of  a  few  carefully  chosen  exercises  of  an  all-round  char- 
acter. It  is  suggested  that  the  teacher  insert  the  drill  whenever  she  feels 
that  the  class  needs  it,  rather  than  at  any  definite  hour.  As  a  rule,  two 
such  periods  in  the  morning  and  one  in  the  afternoon  will  give  the  desired 
results.  The  ideal  time  to  use  these  drills  is  between  the  longest  sitting 
periods. 


*Books   every    teacher    should    have. 


42  Physical  Education  in  the  High  School 

C — Fresh  Air  and  Ventilation 

The  relief  drill  should  always  be  given  with  the  windows  open.  The 
mere  fact  that  the  windows  are  opened  will  be  of  great  benefit  to  the 
students.  At  some  time  during  the  drill  it  is  advisable  to  face  the  class 
towards  the  open  windows. 

The  matter  of  opening  windows  can  be  facilitated  by  the  appointment 
of  WINDOW  MONITORS,  whose  duty  it  shall  be  immediately  upon 
getting  ready  for  the  drill  to  open  the  windows.  They  will  immediately 
close  them  after  the  drill,  unless  the  weather  is  such  that  they  can  be  left 
open. 

D— Who  Shall  Give  the  Relief  Drills 

It  is  the  best  plan  to  have  the  regular  teacher  lead  these  drills — such 
teachers  will  have  better  control  of  the  class  and  therefore  get  a  better 
response.  When  this  is  not  found  advisable,  however,  it  is  possible  to 
select  leaders  from  the  class.  These  leaders  can  be  given  training  by 
either  the  teacher  or  principal,  and  under  the  supervision  of  the  teacher, 
effective  work  can  be  done. 

E — Arrangement  of  Class 

From  the  seventh  grade  through  the  high  schools  the  boys  should  be 
in  the  front  of  the  room  and  the  girls  in  the  back.  This  arrangement 
will  take  but  a  second  or  two  if  at  the  command  "STAND  FOR  RELIEF 
DRILL"  the  boys  of  each  row  rise  and  walk  to  the  front  and  the  girls 
walk  to  the  back,  keeping  in  the  same  rows.  At  the  command  "TAKE 
YOUR  SEATS,"  the  students  can  walk  to  their  original  places  and  be 
seated. 

F — Wraps 

Coats,  sweaters,  scarfs,  over-shoes,  rubbers,  etc.,  should  always  be  re- 
moved before  the  drill  starts.  This  is  done  to  keep  the  pupils  from  perspir- 
ing unduly  and  to  give  freedom  of  movement. 

G— Make-up  of  Relief  Drills 

The  relief  drill  should  be  made  up  of  four  or  five  well-chosen  exercises 
of  an  all-round  character.  In  general  these  drills  should  be  divided  into 
four  divisions: 

a.  Breathing  Exercises. 

b.  Posture  Exercises. 

c.  General  Exercise. 

d.  Breathing  Exercises. 

H — A  Typical  Relief  Drill — (For  explanation  of  terms  see  physical  train- 
ing explanation  pages.) 

1 — Deep    breathing,    arms    raising    sideward    and    raising    on 
toes 1-2,  1-2. 


Physical  Education  in  the  High  School  43 

2— Hands  on  neck PLACE 

3 — Hands  on  hips  and  feet  apart JUMP 

Trunk  forward       . BEND 

Trunk  upward       .       .  " .      RAISE 

Feet   and  hands   back  to   position        ....      JUMP 
4 — Deep  breathing,  arms  raising  forward  upward  .  .  1-2,  1-2. 

I_Twelve  Graded  Relief  Drills 

Following  are  twelve  graded  drills.  These  drills  will  give  material  for 
one  school  year.  After  the  first  few  lessons  have  been  given  some  time 
should  be  spent  in  reviewing  the  lessons  or  parts  of  lessons  previously 
given.  It  is  hoped  that  teachers  will  make  up  drills  of  their  own,  taking 
the  best  exercises  of  these  drills  or  new  exercises. 

LESSON  I 

1.  Breathing — 

Deep  breathing,  arms  raising  sidewards       ....      1-2 

2.  Posture — 

Hands  on  neck PLACE 

Hands LOWER 

3.  General — 

Hands  on  hips PLACE 

Trunk  forward BEND 

Trunk  upward RAISE 

Hands POSITION 

(Repeat  by  count.) 

4.  Breathing — 

Same  as  above. 

LESSON  II 

1.  Breathing — 

Deep  breathing,  arms  raising  forward,  upward,  and 

raising  on  toes 1-2 

2.  Posture: — 

Hands  on  hips PLACE 

Trunk  backward BEND 

Trunk  upward     ' RAISE 

Hands LOWER 

3.  General — 

Hands  on  hips PLACE 

(New   starting   position.) 
Jumping  on  toes  (in  rhythm).    READY,  BEGIN   1-2,  1-2,  etc. 


44  Physical  Education  in  the  High  School 

4.    Breathing — 

Same  as  in  Lesson  I. 

LESSON  III 

1.  Breathing — 

Deep     breathing     with     arms     raising     sidewards, 

palms  up 1-2,  1-2 

2.  Posture — 

Elbows   sidewards BEND 

Arms  sidewards FLING 

Elbows  sidewards BEND 

Hands POSITION 

(Repeat  by  count.) 

3.  General — 

Hands  on  hips  and  feet  apart JUMP 

Trunk  to  the  left BEND 

Trunk  upward RAISE 

Feet  and  hands  back  to  position JUMP 

4.  Breathing — 

Same  as  in  Lesson  II. 

LESSON  IV 

1.  Breathing — 

Deep  breathing  with  arms  raising  sidewards  and  up- 
wards and  raising  on  toes 1-2,  1-2 

2.  Posture — 

Hands  on  shoulders   (elbows  low) PLACE 

Arms  sidewards STRETCH 

Hands  on  shoulders PLACE 

Hands POSITION 

3.  General — 

Hands  on  hips PLACE 

Knees BEND 

Knees STRAIGHTEN 

Hands POSITION 

4.  Breathing — 

Same  as  in  Lesson  III. 


Physical  Education  In  the  High  School  45 

LESSON  V 

1.  Breathing — 

Deep   breathing  with   arms   raising   sidewards   and 

raising  on  toes 1-2 

2.  Posture— 

Hands  on  neck  and  feet  apart JUMP 

(New  starting  -position.)    Arms  flinging  sidewards, 

raising  on  toes,   (in  rhythm)   BEGIN       ....     1-2 
Hands  down  and  feet  together       .       ...       .       .       .     JUMP 

3.  General — 

Hands  on  hips  and  left  foot  sidewards       ....  PLACE 

Trunk  to  left BEND 

Trunk  upwards RAISE 

Hands  down  and  left  foot REPLACE 

4.  Breathing — 

Same  as  in  Lesson  IV. 

LESSON  VI 

1.  Breathing— 

West  Point  breathing  .  .  .  1-2  (With  arms  at  sides  turn 
palms  outward,  thumbs  first,  while  inhaling.  Turn  palms  in- 
ward again  while  exhaling.) 

2.  Posture — 

Arms  forward  raise  and  feet  apart JUMP 

(New  starting  position.)    Arms  flinging  sidewards  rais- 
ing on  toes,  (in  rhythm)   BEGIN 1-2 

Arms  down  and  feet  together JUMP 

3.  General — 

Hands  on  hips PLACE 

(New  starting  position.)     Feet  jumping  apart  and  to- 
gether, (in  rhythm)  BEGIN 1-2 

Hands POSITION 

4.  Breathing — 

Same  as  in  Lesson  V. 


LESSON  VII 

1.    Breathing— 

Deep  breathing  with  arms  raising  forward,  upward  and 

raising  on  toes 1-2 


46  Physical  Education  in  the  High  School 

2.     Posture — 

Arms  upward BEND 

Arms  backward STRETCH 

Arms  upward BEND 

Arms  down STRETCH 

(Repeat  several  times  by  count.) 

.  3.     General — 

Hands  on  neck  and  feet  apart JUMP 

Trunk  to  the  left TWIST 

Trunk  to  the  front TWIST 

Hands  down  and  feet  together JUMP 

(Repeat  by  count.) 

4.     Breathing — 

Any  previous  breathing  exercise. 

LESSON  VIII 

1.  Breathing — 

Deep  breathing  with  hands  placing  on  neck       .        .        .     1-2 

2.  Posture — 

Interlock  fingers  behind  hips — on  count  ONE  turn 
palms  towards  hips  and  downward;  on  count 
TWO  reverse  back  to  first  position.  (Repeat 
several  times  slowly.) 

3.  General — 

Feet  jumping  apart  with  arms  raising  sidewards, 
(in  rhythm)  .  .  .  1-2.  (As  feet  are 
apart  arms  are  raised  sideways,  as  feet  are 
together  arms  are  lowered.) 

4.  Breathing — 

Any  previous  breathing  exercise. 

LESSON  IX 

1.  Breathing — 

West  Point  breathing 1-2 

2.  Posture — 

Arms  half  sidewards  .  .  .  BEND  (New  starting  position.) 
Forearms  raising  upwards  (in  rhythm)  ....  1-2 
Arms  downward PLACE 


Physical  Education  in  the  High  School  47 

3.  General — 

Hands  on  hips  and  left  foot  forward       ....       PLACE 

(New  starting  position.) 

Jumping  on  toes  with  alternate  foot  placing  for- 
ward  and    backward    (rhythmical)         ....      1-2 

(On  count  ONE  jump  and  place  left  foot  in  back 
and  on  count  TWO  jump,  placing  right  foot 
backivard  again,  etc.) 

4.  Breathing — 

Any  previous  breathing  exercise. 

LESSON  X 

1.  Breathing — 

Deep  breathing  with  arms  circling  outward.  (Hands 
cross  in  front  of  body  at  hips  first,  then 
over-head.) 

2.  Posture — 

Arms  sidewards  raise,  palm  up  and  feet  apart       .       .     JUMP 
(New  starting  position.)     (Count  ONE,  trunk  bend 

forward,    hands    touching    floor;    count    TWO 

trunk  raise  and  arms  sidewards.) 
Arms  down  and  feet  together JUMP 

3.  General — 

Hands  on  hips  and  left  foot  forward       ....       LUNGE 
Feet  and  hands POSITION 

4.  Breathing — 

Any  previous  breathing  exercise. 

LESSON  XI 

1.  Breathing — 

Deep  breathing  with  arms  raising  forward,  upward 

and  lowering  sideways  downward 1-2 

2.  Posture — 

Hands  on  neck  and  feet  apart JUMP 

Trunk  to  the  left BEND 

Trunk  upward RAISE 

Feet  and  hands POSITION 

(Repeat  several  times   by  count.) 

3.  General — 

Feet  jumping  apart  with  hands  clapping  over-head       .     .     1-2 
(As  feet  are  apart  hands  clap  over-head,  as  feet 
are  together  hands  are  at  sides.) 

4.  Breathing — 

Any  previous  breathing  exercise. 


48  Physical  Education  in  the  High  School 

lesson  XII 

1.  Breathing — 

West  Point  breathing 1-2 

2.  Posture — 

Left  for  lunge  and  hands  on  neck PLACE 

Trunk  forward BEND 

Trunk  upward RAISE 

Feet  and  hands POSITION 

(Repeat  by  count.) 

3.  General — 

Rocking  step  (rhythmical).  (Start  with  left  leg 
raised  forward — on  count  ONE  left  foot  is 
brought  to  the  floor  where  the  right  foot  was 
and  the  right  foot  is  raised  backward;  on  count 
TWO,  the  right  foot  is  placed  on  floor  where 
left  was  and  left  is  swung  forward  again — 
this  is  repeated  in  rhythm.) 

4.  Breathing — 

Any  previous  breathing  exercise. 

COMPETITIVE  SPORTS 

Interscholastic  athletics  are  an  integral  part  of  any  school's  curriculum. 
They  are  not  alone  beneficial  to  the  students  actually  participating  but  do 
much  to  promote  and  develop  school  spirit.  As  a  rule,  however,  inter- 
scholastic athletics  include  only  a  very  small  percentage  of  the  total  en- 
rollment of  the  school.  The  great  pity  is,  then,  that  only  about  20%  of 
the  students  have  an  opportunity  to  receive  any  athletic  training  or  derive 
any  of  the  benefits  from  competitive  sports. 

It  seems,  therefore,  that  it  is  essential  to  provide  some  form  of  organ- 
ized competitive  sports  for  the  majority  of  the  students,  and  not  have 
only  a  small  minority  participating.  It  is  the  purpose,  therefore,  of  this 
outline  to  suggest  ways  and  means  by  which  every  student  may  have  the 
opportunity  to  participate  in  some  form  of  competitive  sports. 

If  such  a  program  is  to  be  installed  it  would,  of  course,  require 
careful  planning  and  supervision  of  some  of  the  teaching  staff.  But 
without  doubt  the  benefits  both  physical  and  mental  will  greatly  offset 
any  extra  efforts.  Such  a  program  would  in  the  majority  of  cases  neces- 
sarily be  carried  out  after  school  hours. 


Physical  Education  in  the  High  School  49 

Suitable  Divisions 

The  first  step  in  organizing  such  a  program  would  be  to  determine 
the  suitable  divisions  possible  in  the  school.  Such  divisions  might  be 
INTER-CLASS,  INTER-ROOM,  or  INTER-TEAM.  The  latter  by  choos- 
ing team  captains  among  the  students  and  having  these  captains  select 
their  team.  Such  divisions  should  include  both  boys'  and  girls'  teams,  in 
either  the  same  sports  or  different  sports. 

Scoring  Methods 

In  the  main  there  are  two  ways  of  keeping  the  results.  The  first  and 
easier  way  is  to  have  each  league  an  entirety  in  itself.  Each  team  plays 
each  other  and  the  team  with  the  largest  percentage  of  "wins,"  wins  the 
championship.  The  second  way  is  to  have  all  leagues  throughout  the  year 
count  towards  one  final  "COMPETITIVE  SPORTS  CHAMPIONSHIP." 
If  this  plan  is  to  be  followed  each  league  would  determine  its  winner  the 
same  as  described  in  the  first  method,  but  would  in  addition  be  given  a 
certain  number  of  points  towards  the  final  championship.  The  latter 
method  will  create  and  stimulate  a  great  deal  of  interest,  and  is  perhaps 
the  best  method  for  keeping  the  interest  throughout  the  school  year.  The 
last  method,  of  course,  requires  the  teams  to  represent  some  permanent 
organization  such  as  class  or  society. 

If  the  latter  suggestion  should  be  followed,  it  will  greatly  increase  the 
interest  to  give  a  certain  number  of  points  to  each  organization  for  each 
individual  that  represents  that  organization  in  any  competitive  sports 
league.  These  points  might  be  allowed  to  count  towards  the  final  cham- 
pionship or  might  count  towards  a  separate  "PARTICIPATION  CHAM- 
PIONSHIP." 

Possible  Competitive  Sports 

The  various  sports  that  are  possible  under  such  an  organization  are 
many.     A  few  of  the  most  popular  ones  are  as  follows: 

1.  Fall:     Soccer,    cross-country,    tennis,    tag    football,    speed    ball, 
basketball,  and  play-ground  ball. 

2.  Winter:    Basketball,  captain-ball,  boxing,  wrestling,  foul  shoot- 
ing, and  volley  ball. 

3.  Spring:     Baseball,   track,   play-ground   ball,   horseshoe    pitching, 
tennis,   rope   pulls,    captain-ball    (girls),  volleyball    and   bat-ball. 

(Rules  for  these  games  can  be  found  in  Games,  Contests  and  Relays  by 
Staley,  or  Games  for  the  Playground,  Home,  School  and  Gymnasium  by 
Bancroft.) 

Organization 

The  organization  of  such  sports  is  a  comparatively  easy  matter.  The 
students  are  very  much  interested  and  will  willingly  co-operate.  After 
the   suitable   divisions    are    decided    upon,    a    captain    or   manager    of   each 


50  Physical  Education  in  the  High  School 

division  should  be  appointed.  This  captain  or  manager  should  then  be 
responsible  for  getting  one  or  more  teams  from  his  division.  He  should 
furnish  the  teacher  in  charge  of  this  part  of  the  program  with  a  list  of 
eligible  players  before  the  actual  play  starts. 

The  schedule  should  be  drawn  up  and  posted  so  that  each  team  will 
know  when  they  are  to  play.  The  posting  of  the  schedule  will  add  a  great 
deal  of  interest  to  the  leagues. 

The  results  should  be  turned  in  to  the.  teacher  directing  "competitive 
sports"  immediately  after  each  contest.  This  teacher  should  keep  the  cor- 
rect standing  posted  in  some  central  place  where  all  the  students  can 
easily  see  it.  It  often  adds  to  the  interest  to  keep  individual  records  and 
post  them,  such  as  batting  averages  in  baseball,  or  goals  scored  in  basket- 
ball. 

If  working  on  the  INTER-ROOM  divisions,  each  room  teacher  should 
assume  the  responsibility  of  organizing  her  room's  team.  In  this  case  the 
league  standings  should  be  kept  on  board  at  all  times.  This  will  develop 
"room  spirit"  better,  perhaps,  than  any  other  one  thing. 

In  the  case  of  a  championship  game,  and  in  schools  where  a  part  of 
the  children  are  forced  to  leave  immediately  after  school,  it  is  well  to 
lengthen  the  recess  period  and  play  the  contest  during  school  hours.  This, 
of  course,  should  only  be  done  on  special  occasions.  On  the  other  hand, 
some  of  the  "competitive  sports  leagues"  can  be  played  during  the  "AC- 
TIVITY PERIODS"  when  the  sport  is  such  as  volleyball,  tag-football  or 
captain  ball,  as  these  games  can  be  played  within  a  30-  or  40-minute 
period. 

Awards 

Awards  are  not  necessary.  The  students  will  be  interested  in  playing 
for  the  "fun"  they  get  out  of  it.  If  awards  are  once  given,  they  will  al- 
ways be  expected  and  the  students  soon  develop  the  trait  of  "not  wanting 
to  play  unless  there  is  something  in  it."  The  one  exception,  I  would  say, 
would  be  when  the  different  leagues  all  counted  towards  one  "COMPETI- 
TIVE SPORTS  CHAMPIONSHIP,"  then  a  suitable  banner  to  hang  in 
the  room  of  the  winners  is  desirable. 

Practice  Periods 

A  little  time  before  the  opening  of  each  league  should  be  given  for  prac- 
tice periods  for  the  various  teams.  These  periods  can  come  after  school 
or  might  even  come  during  the  "ACTIVITY  PERIODS"  not  used  for 
physical  training  lessons,  or  at  recess. 

Officials 

It  will  be  far  more  satisfactory  to  the  players  if  members  of  the 
faculty  act  as  officials  in  the  various  leagues.  However,  when  this  is 
not  possible  in  all  probability  some  of  the  older  boys  or  girls  can  be  found 
that  will  make  competent  officials. 


Physical  Education  in  the  High  School 


51 


The  Making  of  Schedules 

Whenever  possible,  the  leagues  should  be  conducted  on  the  percentage 
plan,  with  each  team  playing  each  other  team  once.  The  teacher  directing 
this  program  should  make  out  these  schedules.  It  is  possible  to  make  a 
"blind  draw"  for  the  first  round  and  then  arrange  the  balance  of  the 
schedule  so  that  the  teams  play  in  rotation — each  team  playing  before 
any  one  team  plays  twice.  This  is  easy  when  there  are  an  even  number 
of  teams,  but  difficult  when  there  are  an  uneven  number  of  teams. 

In  making  out  the  schedules  it  will  help  to  follow  the  "chart  plan" 
described  below: 


A 

B 

C 

D 

A 

X 

B 

OCT. 
9th 

X 

C 

X 

D 

X 

Arrange  the  teams  in  order  down  one  side  and  across  the  top  as  indi- 
cated by  letters  A,  B,  C,  and  D.  Mark  in  the  X's  as  indicated.  Then  as 
a  date  is  decided  upon  for  a  game  between  two  teams  put  this  date  in  the 
square  opposite  one  team  and  under  the  other.  For  instance,  team  A 
plays  team  B  on  October  9.  Write  October  9,  in  the  square  as  indicated 
in  chart  above.  Follow  this  scheme  throughout  until  all  the  squares  are 
filled  on  one  side  of  the  chart  and  every  team  will  be  scheduled  to  play 
every  other  team  once.  If  it  is  desirable  to  play  every  team  twice,  do  the 
same  thing  on  the  other  side  of  the  chart  and  each  team  will  then  be 
scheduled  to  play  every  other  team  twice. 

If  an  elimination  series  is  planned,  the  following  rule  will  make  it 
possible  always  to  have  the  drawings  come  out  right:  Subtract  the  num- 
ber of  teams  from  the  next  highest  power  of  2 — this  number  will  give 
the  number  of  "byes."  The  "byes"  should  be  arranged  with  equal  number 
in  each  half  as  indicated  below.     For  instance,  if  there  were  ten  teams,  the 


52 


Physical  Education  in  the  High  School 


next  highest  power  of  2  would  be  16.     Ten  from  sixteen  would  leave  six 
"byes" — these  should  be  arranged  as  below : 


FIRST  ROUND 


SECOND  ROUND 


SEMI-FINALS 


1 
2 

BYE 

BYE 

BYE 

4 

5 
6 

7 

BYE 

WINNER 

BYE 

BYE 

10 

CORRECTIVE  EXERCISES 

Regardless  of  how  complete  a  program  of  physical  training  is  pro- 
moted, there  is  always  need  for  special  corrective  exercises.  There  are 
always  to  be  found  pupils  with  deviations  from  the  normal,  oftentimes 
these  are  slight  and  easily  corrected  by  special  exercises.  Without  ques- 
tion, this  phase  of  physical  education  is  of  great  importance  in  the  high 
school,  as  it  is  in  the  years  of  adolescence  that  these  deviations  become 
fixed  and  tend  to  make  a  permanent  deformity.  In  many  instances  school 
life  is  directly  responsible,  making  the  necessity  of  remedial  measures  all 
the  more  imperative. 

The  most  common  deviations  found  in  school  children  are:  poor  posture, 
lateral  curvature  of  the  spine  and  flat  feet.  The  first  of  these,  poor 
posture  is  by  far  the  most  common  and  probably  the  most  harmful.  Poor 
posture,  including  flat  chest,  round  backs,  protruding  abdomens,  is  really 
a  matter  of  habit.  With  no  particular  attention  ever  paid  to  standing  or 
sitting  positions,  pupils  very  easily  acquire  the  habit  of  standing  or  sit- 
ting in  the  most  comfortable  positions.  Unfortunately  these  "most  com- 
fortable" positions  are  very  often  detrimental  to  the  best  interests  of  the 


Physical  Education  in  the  High  School  53 

student.  Lateral  curvature  of  the  spine  and  flat  feet  cannot  generally 
be  attributed  to  school  life,  except  possibly  lateral  curvature  caused  by 
contmually  carrying  large  numbers  of  books  always  on  the  same  side. 
These  detects  are  nevertneless  important  in  the  development  of  the  pupils' 
physiques,  and  should  be  corrected  in  our  schools. 

It  is  the  purpose  of  this  outline  to  give,  under  the  above  headings,  exer- 
cises especially  designed  to  correct  such  defects. 

A — Posture 

The  matter  of  correct  posture  is  primarily  a  matter  of  habit  formation. 
Posture  training  should  be  given  throughout  the  school  day  in  various  ways. 
It  is  not  enough  to  simply  give  specially  designed  exercises  a  few  times 
each  week,  but  the  classroom  teacher  should  continually  keep  reminding 
her  pupils  to  "stand  straight"  or  "sit  straight"  and  so  by  persistent  efforts 
establish  the  habit  of  standing  or  sitting  straight.  During  study  periods 
and  specially  during  recitations  should  the  teacher  insist  upon  a  good  stand- 
ing or  sitting  position. 

If  results  are  to  be  accomplished  along  this  line,  two  things  are  neces- 
sary: first,  explain  to  the  pupils  the  advantages  of  a  good  carriage  and 
the  disadvantages  of  a  poor  carriage,  and  second,  to  actually  show  the 
pupils  what  good  posture  is.  A  great  deal  of  this  can  be  accomplished 
through  the  physical  training  periods;  in  fact,  90%  of  the  pupils  will 
only  require  the  training  given  in  these  lessons.  But  there  will  always  be 
some  that  have  pronounced  cases,  and  these  few  are  the  ones  the  following 
exercises  are  designed  especially  for.  These  exercises  are  designed  to 
strengthen  the  muscles  necessary  in  holding  good  posture  and  at  the  same 
time  to  give  the  pupil  "the  feel"  of  a  correct  posture. 

Exercises  to  Correct  Poor  Posture 

1.  The  first  exercise  to  give  is  the  position  of  "attention"  in  gym- 
nastics. This  position  is  carefully  explained  under  the  heading,  "Explana- 
tions of  Movements  in  Gymnastic  Commands." 

2.  Deep  breathing  exercises  are  particularly  good  exercises  for  de- 
veloping a  good  posture.  Any  of  the  breathing  exercises  outlined  in  the 
physical  training  lessons  can  be  used. 

.3.  Any  of  the  exercises  outlined  under  the  heading  "Posture  Exercise" 
in  the  physical  training  lessons  can  be  used.  These  exercises  with  a 
larger  number  of  repetitions  will  make  excellent  corrective  exercises. 

4.  With  the  pupil  standing  in  the  usual  faulty  position,  place  the 
hand  about  one  inch  in  front  of  the  sternum,  tell  pupil  to  raise  his  chest 
until  it  touches  the  hand.  While  in  this  position  have  the  pupil  take  sev- 
eral deep  breaths.     Repeat  the  entire  exercise  10  or  15  times. 

5.  Have  pupil  stand  with  fingers  interlocked  behind  hips,  palms 
turned  out.  The  exercise  consists  of  turning  palms  upward,  inward,  and 
downward.     Repeat  15  or  20  times. 


54  Physical  Education  in  the  High  School 

6.  Hands  placing  on  neck  or  elbows  forward  bend  followed  by  arms 
flinging  sideward  (described  in  physical  training  lessons)  are  especially 
good  posture  exercises. 

7.  Have  pupil  lie  in  a  prone  position  on  a  table,  couch,  or  the  floor 
with  hands  on  neck.  Either  fasten  the  ankles  or  have  another  pupil  hold 
them  still.  Raise  the  head  and  extend  the  spine,  pressing  the  elbows 
back.     This  exercise  should  be  followed  by  a  breathing  exercise. 

8.  Same  as  No.  7  with  the  hands  and  arms  in  different  positions. 

9.  Same  as  No.  7  except  lying  in  a  supine  position  with  hands  at 
sides.     Deep  breathing  with  arms  raising  over-head. 

10.  Pupil  sitting  on  floor  with  hands  on  neck.  Another  pupil  or 
teacher  standing  directly  back  with  knee  against  pupil's  back.  Take  hold 
of  underside  of  elbows  and  gradually  pull  arms  backward,  pressing  knee 
against  pupil's  back.     Care  must  be  taken  not  to  pull  too  hard  or  too  far. 

B — Lateral  Curvature 

Lateral  curvature  is  less  prevalent  than  round  shoulders,  flat  chests  or 
the  drooping  head,  although  it  very  frequently  accompanies  these  irregu- 
larities. In  a  great  majority  of  cases  the  pupils  do  not  know  they  have 
any  curvature,  do  not  know  even  that  one  shoulder  is  lower  than  the 
other.  There  are  many  contributory  causes  to  lateral  curvature,  many 
of  which  are  caused  by  school  life.  Some  of  the  most  common  are  poor 
sitting  positions  while  studying,  standing  positions  where  the  weight  is 
thrown  almost  entirely  on  one  leg,  writing  with  forearms  on  the  desk,  and 
carrying  books  always  under  the  same  arm  or  on  the  same  hip.  Another 
outstanding  cause,  especially  in  boys,  is  the  carrying  of  papers.  As  a 
rule  it  is  the  right  shoulder  that  is  lowered,  this  being  due  in  the  main  to 
•the  fact  that  the  majority  of  children  are  right-handed  and  in  the  cases 
of  carrying  books  and  papers  and  in  writing,  it  is  the  right  shoulder  that 
is  drooped. 

The  following  special  exercises  are  especially  designed  for  the  correc- 
tion of  a  lowered  right  shoulder.  The  same  exercises  reversed  will  correct 
a  lowered  left  shoulder.  Many  of  the  exercises  under  "arm  and  leg"  and 
"trunk"  movements  can  be  used  with  little  variation  for  this  work. 

Exercises  Especially  Designed  to  Correct  a  Lowered  Right  Shoulder" 

1.  From  position  of  "attention"  raise  right  arm  forward,  taking  deep 
breath.     Raise  on  toes,  flinging  arms  sideward  and  down  on  exhaling. 

2.  Place  left  hand  behind  hips,  raising  right  arms  sideward,  upward, 
raising  on  toes. 

3.  With  new  starting  position  of  left  hand  behind  hips  and  right  arm 
raised  sideward,  upward — bend  trunk  to  the  left. 

4.  Place  left  hand  behind  hips — bend  trunk  forward,  downward,  touch- 
ing floor  with  the  right  hand. 


Physical  Education  in  the  High  School  55 

5.  Place  pupil  on  a  prone  position  on  a  table,  couch,  or  on  the  floor 
with  the  teacher  or  another  pupil  holding  his  ankles  in  place.  Place  left 
hand  behind  hips  and  right  hand  on  neck — raise  the  head  and  extend  the 
spine,  pressing  backward  with  the  right  elbow. 

6.  The  lifting  of  a  weight  from  the  floor  to  over  the  head  with  the 
right  hand  is  also  a  valuable  exercise. 

7.  From  position  of  arms  sideward,  raise,  bend  trunk  forward  twisting 
to  the  left,  swinging  the  right  arm  downward  and  the  left  upward. 

8.  Raise  right  arm  sideward,  upward  and  left  arm  sideward — raise  left 
leg  sideward,  raising  on  toes  of  right  foot. 

9.  From  a  prone  position  on  a  table,  couch,  or  the  floor,  raise  the 
right  arm  forward  and  the  left  arm  backward  at  the  same  time  raise  the 
head  and  trunk. 

10.  From  a  supine  position,  raise  the  right  arm  forward  and  upward, 
taking  a  deep  breath — exhale  sideward,  downward. 

C— Flat  Feet 

There  are  many  cases  of  flat  feet,  or  feet  with  a  tendency  towards 
flatness,  which  go  unnoticed  by  either  the  pupils  or  their  parents.  In 
many  cases  they  give  no  pain  and  without  a  physical  examination  are  given 
no  consideration.  In  many  other  cases,  however,  the  pupil  suffers  pain  in 
the  arch  of  the  foot  or  in  the  calf  of  the  leg.  The  most  marked  charac- 
teristic, however,  is  an  excessive  turning  out  of  the  feet  in  standing,  walk- 
ing, or  running.  Flat  feet,  except  in  the  cases  of  falling  arches,  are  really 
caused  by  the  weakening  of  the  muscles  in  the  arch  of  the  foot.  In  all, 
except  extreme  cases,  therefore,  the  strengthening  of  these  muscles  will 
remedy  this  condition.  Exercises  given  for  flat  feet  should  be  done  sev- 
eral times  during  the  day  with  many  repetitions  each  time.  These  exer- 
cises can,  and  should  be,  taken  while  at  home  or  even  while  at  play. 

Exercises  for  Correction  of  Flat  Feet 

1.  Walking  and  standing  with  feet  pointed  straight  ahead. 

2.  Raising  on  toes,  feet  pointed  straight  ahead. 

3.  Jumping  on  toes. 

4.  Standing  with  toes  together  and  heels  apart- — raising  slowly  on  toes. 

5.  Standing  with  feet  together  raise  on  toes,  forcing  heels  apart  at  the 
same  time. 

6.  Standing  with  feet  together,  curl  toes  downward  as  far  as  possible. 
(This  exercise  can  be  done  while  sitting  also.) 

7.  Sitting  with  one  leg  across  the  other  knee — rotate  the  foot  out- 
ward, curling  the  toes  at  the  same  time. 

8.  Stand  feet  parallel  and  about  twelve  inches  apart — bend  knees 
pressing  outward. 


56  Physical  Education  in  the  High  School 

9.  Stand  with  toes  together  and  heels  apart — raise  on  toes  and  walk 
forward  and  backward. 

10.  Picking  up  small  articles  on  the  floor,  such  as  marbles,  etc.,  with 
the  toes. 


A  SCHOOL  HEALTH  PROGRAM 

The  scope  of  a  school  health  program  of  today  includes  three  phases  of 
work;  the  acquisition  of  health  knowledge,  the  practical  training  in  health 
habits,  the  formation  of  ideals  and  attitudes  tending  to  promote  personal 
and  community  health. 

The  history  of  the  above  program  of  school  health  has  been  a  varied 
one  with  physical  education,  school  health  program,  play  program  and 
last  a  combination  of  all,  vying  with  each  other  for  supremacy.  The  first 
era  was  controlled  by  physical  education  which  had  its  origin  as  health 
measures.  Medical  sciences  then  came  to  the  front.  Physical  education 
could  not  keep  up  with  the  contributions  made  to  health  promotion  and 
disease  prevention  by  physiology,  bacteriology,  pathology,  etc.  The  school 
inspections  then  carried  out  brought  to  light  an  alarming  number  of 
physical  defects,  such  as  malnutrition,  caries  of  the  teeth,  infected  tonsils, 
infected  adenoids,  defective  sight  and  hearing,  heart  and  circulatory  dis- 
orders. This  school  health  program  conducted  through  physical  examina- 
tions predominated;  physical  education  had  made  the  mistake  to  lay 
emphasis  on  methods  and  technique.  The  third  era  of  a  school  health 
program  was  instigated  by  the  new  psychology  which  brought  forward  the 
important  role  that  instincts  and  emotions  played  in  the  activities,  growth 
and  education  of  the  child.  The  play  movement  then  predominated,  and 
spread  like  wildfire  but  made  the  mistake  of  letting  the  emotions  pre- 
dominate and  athletes  were  developed  instead  of  athletics  for  all.  The 
fourth  era  brought  physical  education  back  into  the  limelight.  The  ap- 
palling revelations  of  the  draft  caused  the  schools  over  the  country  to 
seek  a  program  which  would  achieve  positive  health  and  physical  efficiency. 
Last,  it  was  finally  realized  that  all  of  these  agencies  had  a  common  object 
in  view.  They  were  all  interested  in  the  physical  examination  and  the 
follow-up  procedures  and  physical  efficiency  tests.  The  public  refused 
to  support  all  of  these  agencies  in  their  school  systems  when  the  same 
objective  of  the  sound,  vigorous,  harmonious  development  of  the  body  was 
the  goal.  The  consequence  is  that-  these  agencies  have  been  combined  and 
work  toward  a  common  end. 

Health  education  may  be  pictured  as  a  triangle,  the  base  representing 
health  instruction  and  the  sides  representing  the  physical  examination  and 
the  physical  training.  Knowledge  and  health  practice  should  go  hand  in 
hand.  In  the  elementary  schools  the  instruction  and  practice  of  health 
habits  can  be  simple  and  should  be  correlated  with  the  other  subjects 
taught  in  the  school.     In  high  schools,  however,  a  different  situation  exists. 


Physical  Education  in  the  High  School  57 

The  study  of  health  in  high  schools  involve  the  sturdy  of  physiology,  biology, 
etc.,  that  is,  the  why  and  how  of  the  facts  that  have  been  taken  for  granted 
in  the  elementary  grades.  To  a  large  extent  the  general  health  instruc- 
tion should  be  considered  in  connection  with  other  subjects,  but  it  is  neces- 
sary in  high  school  to  incorporate  it  as  a  separate  and  distinct  course  in 
the  curriculum. 

Health  knowledge  can  be  presented  by  a  regular  course  in  personal  and 
community  hygiene  and  by  correlating  knowledge  gained  in  other  sub- 
jects whenever  possible.  It  is  also  advisable  to  give  short  health  talks 
during  part  of  the  physical  training  period  on  such  subjects  as  sunlight, 
fresh  air,  deep  breathing,  muscular  exercise,  sensible  clothing,  the  art  of 
eating,  pure  water  drinking,  regular  bathing,  high  pressure  living,  rest 
and  recreation,  and  the  prevention  of  disease.  Information  can  be  secured 
through  physical  examinations  and  records  kept  and  referred  to,  concerning 
the  individual  students.  This  examination  should  be  given  in  such  man- 
ner that  the  examiner  can  get  acquainted  and  give  advice,  rather  than  to 
see  how  many  pupils  can  be  rushed  through  the  examination.  And  last 
when  the  student  has  received  instruction  on  what  health  habits  are  and 
why;  and  information  has  been  secured  concerning  the  individual,  then 
follow  this  up  with  the  physical  training  program  to  instill  the  habits  of 
right  living. 

INTER-SCHOLASTIC   ATHLETICS 

Inter-scholastic  athletics  are  an  essential  part  of  every  school  curric- 
ulum; they  not  alone  are  beneficial  because  of  development  of  both  physical 
and  mental  powers,  but  develop  school  spirit  far  better  than  any  other  one 
thing.  The  great  difficulty  with  inter-scholastic  athletics  is  that  they  are 
not  properly  supervised.  When  they  are  not  properly  supervised  they  are 
detrimental  to  individual  development  and  school  spirit. 

The  first  step  in  organizing  inter-scholastic  athletics  should  be  the 
selection  of  a  member  of  the  faculty  as  athletic  director.  This  man  should 
assume  full  responsibility,  under  the  direction  of  the  Faculty  Athletic 
Committee,  for  the  conduct  of  the  players,  their  training,  and  supervision 
of  all  games.  It  is  necessary,  therefore,  that  a  man  of  high  character  and 
moral  standards  be  selected  for  this  position. 

The  athletic  policy  of  the  school  should  be  controlled  by  a  Faculty  Ath- 
letic Committee.  This  committee  should  consist  of  not  less  than  three,  or 
more  than  five  members.  It  is  advisable  to  have  the  principal  act  as 
chairman  and  to  include  at  least  one  woman  member  of  the  faculty.  Mat- 
ters of  eligibility  and  the  expenditure  of  funds  should  be  controlled  by 
this  committee.  It  is  not  advisable  to  have  members  of  the  community 
on  this  committee. 

It  is  a  good  plan  to  have  a  student  athletic  association.  Encourage 
all  students  to  become  members  and  have  a  small  membership  fee.     This 


58  Physical  Education  in  the  High  School 

association  should  have  officers  and  be  active  in  the  promotion  of  athletics. 
In  some  cases  it  is  well  to  have  a  representative  of  this  association  meet 
with  the  Faculty  Athletic  Committee.  In  many  schools  this  member  meets 
with  the  faculty  committee  once  a  month  or  once  in  two  months. 

It  should  be  the  policy  of  the  school  to  have  as  large  a  number  Of 
candidates  out  for  the  various  teams  as  possible.  The  great  trouble  is 
that  only  a  few  of  the  best  players  come  out,  as  the  others  think  there  is 
no  chance  of  making  the  team.  It  will  help  to  have  the  athletic  director 
go  before  the  student  body  and  make  a  general  call  for  candidates  at  the 
beginning  of  each  season. 

It  should  also  be  the  policy  to  play  only  teams  in  the  same  "class," 
which  means  games  with  large  city  schools  merely  for  the  purpose  of  mak- 
ing a  little  money  would  be  abolished. 

Sportsmanship,  fair  play,  cooperation,  physical  development,  playing 
according  to  the  rules,  teamwork,  and  winning  by  hard,  clean  play,  should 
be  stressed,  rather  than  winning  at  any  cost.  The  winning  of  the  games 
is  in  reality  merely  incidental  and  the  development  of  the  above  mentioned 
qualities,  the  main  objective. 

Eligibility  rules,  especially  the  scholastic  eligibility  rules,  should  be 
lived  up  to  the  letter.  No  special  cases  should  be  made  regardless  of  how 
"good"  a  player  the  boy  is.  The  most  satisfactory  way  is  to  have  all 
schools  play  under  the  same  eligibility  rules.  In  this  state  the  North  Caro- 
lina   High    School    Association    rules    should    govern    all    athletic    contests. 


UNIVERSITY  OF  N.C.  AT  CHAPEL  HILL 


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